Training General Education Pupils to Monitor Reading Using Curriculum-Based Measurement Procedures

Abstract

Systematic monitoring of student progress has been associated with improved student achievement. However, few teachers engage in progress monitoring, with teachers often expressing concerns over testing-time requirements. This study compared the accuracy of 14 trained fourth- and fifth-grade general education students’ curriculum-based reading assessments of second and third graders to the accuracy of a trained adult. The results demonstrated that students could be trained to be reliable data collectors. Implications of the results for monitoring student progress and evaluating students’ programs are discussed.