Progress Monitoring in Reading: Comparison of Weekly, Bimonthly, and Monthly Assessments for Students at Risk for Reading Difficulties in Grades 2–4

Author Note. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A090038 to the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Abstract

The present study examined the utility of two progress monitoring assessment schedules (bimonthly and monthly) as alternatives to monitoring once weekly with curriculum-based measurement in reading (CBM-R). General education students (N = 93) in Grades 2–4 who were at risk for reading difficulties but not yet receiving special education services had their progress monitored via three assessment schedules across 1 academic year. Four mixed-factorial analyses of variance tested the effect of progress monitoring schedule (weekly, bimonthly, monthly), grade (2, 3, and 4), and the interaction effect between schedule and grade on four progress monitoring outcomes: intercept, slope, standard error of the estimate, and standard error of the slope. Results indicated that (a) progress monitoring schedule significantly predicted each outcome, (b) grade predicted each progress monitoring outcome except the standard error of the slope, and (c) the effect of schedule on each outcome did not depend on students' grade levels. Overall, findings from this study reveal that collecting CBM-R data less frequently than weekly may be a viable option for educators monitoring the progress of students in Grades 2–4 who are at risk for reading difficulties.

Keywords:

• progress monitoring
• reading
• CBM
• multitiered system of supports
• data-based decision making

Additional information

Notes on contributors

Stacy-Ann A. January

Stacy-Ann A. January, PhD, NCSP, is an assistant professor in the Department of Psychology at the University of South Carolina. Dr. January's research interests include (a) investigating the technical characteristics and decision-making utility of universal screening and progress monitoring assessments and (b) evaluating interventions that target academic or behavioral skills.

Ethan R. Van Norman

Ethan R. Van Norman, PhD, is an assistant professor in the school psychology program in the Department of Counseling and Psychological Services at Georgia State University. His research primarily focuses on assessment practices within tiered systems of support. In addition, Van Norman conducts research aimed at building the capacity of educators and school psychologists to use data meaningfully to make sound educational decisions.

Theodore J. Christ

Theodore J. Christ, PhD, is a professor of school psychology in the Department of Educational Psychology and co-director of the Research Institute for Problem Solving (RIPS) at the University of Minnesota. It was his work in those roles that established him as the founder and chief scientific officer of FastBridge Learning (fastbridge.org). Dr. Christ is engaged to innovate techniques and technology to serve professional educators who seek to improve educational outcomes. He is interested in and engaged with the content, methodology, analytics, technology, software, and people who pursue the same.

Scott P. Ardoin

Scott P. Ardoin, PhD, BCBA, is codirector of the Center for Autism and Behavioral Education Research and department head of the Department of Educational Psychology at the University of Georgia. His recent work employs eye-tracking technology to (a) measure changes in the reading behavior of students as a function of interventions and (b) examine the extent to which test and question format alter students' reading behavior and test-taking strategies. Dr. Ardoin's research is published in numerous refereed journals. He is a recipient of the APA Division 16 Lightner Witmer Award, a recipient of the UGA Creative Research Medal, and currently president-elect of the Society for the Study of School Psychology.

Tanya L. Eckert

Tanya L. Eckert, PhD, is an associate professor of psychology at Syracuse University. Her research interests include examining procedures for assessing academic and behavioral problems, developing classroom-based interventions, and measuring the acceptability of assessment and intervention procedures. Dr. Eckert is senior associate editor of School Psychology Review.

Mary Jane White

Mary Jane White, PhD, is a research associate at the University of Minnesota. She earned her degree in educational psychology with an emphasis in reading comprehension. She is currently project manager for Dr. Theodore Christ's federally funded grant work and supports bridging his and other colleagues' research into practice through FastBridge Learning.