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Autor/inn/en | Snyder, Sara M.; Ayres, Kevin |
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Titel | Investigating the Usage of Reading Curriculum-Based Measurement (CBM-R) to Formatively Assess the Basic Reading Skills of Students with Intellectual Disability |
Quelle | In: Education and Training in Autism and Developmental Disabilities, 55 (2020) 1, S.60-74 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2154-1647 |
Schlagwörter | Intellectual Disability; Reading Skills; Curriculum Based Assessment; Formative Evaluation; Progress Monitoring; Students with Disabilities; Evaluation Methods |
Abstract | Curriculum-based measurement in reading (CBM-R) was developed in the 1980s and has been established as a valid means to measure students' progress towards acquiring reading skills in response to instruction (Ball & Christ, 2012). Efficiency of administration and cost-effectiveness add to the appeal of CBM-R. As a result, CBM-R is a popular progress monitoring tool used with students without disabilities and students with high incidence disabilities. Research on effective reading instruction for students with intellectual disability (ID) is increasing; however, research on measures for assessing student response to reading instruction remains limited. This article explores how CBM-R has been used as a progress monitoring tool to formatively assess the basic and integrated reading skills of students with ID. This review specifically examines how CBM-R has been administered to students with ID, including type of CBM-R used, presentation format, student response modality, and use of additional prompting and/or performance feedback. Eleven articles were identified for inclusion. Recommendations for future research are discussed. (As Provided). |
Anmerkungen | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |