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Autor/inn/en | Stecker, Pamela M.; Fuchs, Lynn S. |
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Titel | Effecting Superior Achievement Using Curriculum-based Measurement: The Importance of Individual Progress Monitoring. |
Quelle | In: Learning Disabilities: Research & Practice, 15 (2000) 3, S.128-34Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0938-8982 |
Schlagwörter | Curriculum Based Assessment; Diagnostic Teaching; Elementary Education; Individualized Instruction; Instructional Effectiveness; Learning Disabilities; Mathematics Instruction; Mild Disabilities; Special Education |
Abstract | Special education teachers (N=22) monitored the mathematics progress of 42 students (grades 2-8) with mild to moderate disabilities (mostly learning disabilities) for 20 weeks using curriculum-based measurement (CBM). Evaluation of instructional adjustments based on individual CBM results found that students whose instruction had been individually adjusted performed significantly better on a global achievement test than comparison students. (Contains references.) (DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |