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What Is Scientifically-Based Research on Progress Monitoring?

References

1. Good, R.H., Simmons, D.C., & Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
2. Marston, D. (l989). Curriculum-based measurement: What is it and why do it? In M.R. Shinn (Eds.), Curriculum-based measurement: Assessing special children (pp. 18-78). New York: Guilford.
3. Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Allinder, R.M. (l989). The reliability and validity of skills analysis within curriculum-based measurement. Diagnostique, 14, 203-221.
   
   Fuchs, L.S., Fuchs, D., Hamlett, C.L., Thompson, A., Roberts, P.H., Kubec, P., & Stecker, P.M. (l994). Technical features of a mathematics concepts and applications curriculum-based measurement system. Diagnostique, 19(4), 23-49.
4. Fuchs, L.S., & Fuchs, D. (in press). Can diagnostic assessment information enhance general educators' instructional planning and student achievement. In B. Foorman (Ed.), Prevention and intervention for reading disabilities. New York: York Press.
5. Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Allinder, R.M. (l991). Effects of expert system advice within curriculum-based measurement on teacher planning and student achievement in spelling. School Psychology Review, 20, 49-66.
   
   Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Ferguson, C. (l992). Effects of expert system consultation within curriculum-based measurement using a reading maze task. Exceptional Children, 58, 436-450.
   
   Jones, E.D., & Krouse, J.P. (l988). The effectiveness of data-based instruction by student teachers in classrooms for pupils with mild learning handicaps. Teacher Education and Special Education, 11, 9-19.
   
   Stecker, P.M., & Fuchs, L.S. (2000). Effecting superior achievement using curriculum-based measurement: The importance of individual progress monitoring. Learning Disability Research and Practice, 15, 128-134.
   
   Wesson, C.L. (l991). Curriculum-based measurement and two models of follow-up consultation. Exceptional Children, 57, 246-257.
   
   Wesson, C.L., Skiba, R., Sevcik, B., King, R., & Deno, S. (l984). The effects of technically adequate instructional data on achievement. Remedial and Special Education, 5, 17-22.
6. Fuchs, L.S., Deno, S.L., & Mirkin, P.K. (l984). The effects of frequent curriculum-based measurement and evaluation on student achievement, pedagogy, and student awareness of learning. American Educational Research Journal, 21, 449-460.
7. Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l989a). Effects of alternative goal structures within curriculum-based measurement. Exceptional Children, 55, 429-438.
8. Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l989b). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. Remedial and Special Education, 10(2), 43-52.
9. Stecker, P.M., & Fuchs, L.S. (2000). Effecting superior achievement using curriculum-based measurement: The importance of individual progress monitoring. Learning Disability Research and Practice, 15, 128-134.
   
   Wesson, C.L., Skiba, R., Sevcik, B., King, R., & Deno, S. (l984). The effects of technically adequate instructional data on achievement. Remedial and Special Education, 5, 17-22.
10. Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l989). Monitoring reading growth using student recalls: Effects of two teacher feedback systems. Journal of Educational Research, 83, 103-111.
11. Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Stecker, P.M. (l990). The role of skills analysis in curriculum-based measurement in math. School Psychology Review, 19, 6-22.
12. Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Allinder, R.M. (l991). The contribution of skills analysis to curriculum-based measurement in spelling. Exceptional Children, 57, 443-452.

Implications for Practice

• Teachers should monitor student progress in reading, spelling, and mathematics using standardized progress monitoring systems, such as curriculum-based measurement (CBM).
• Teachers should use progress monitoring systems to identify students in need of additional or different forms of instruction.
• For students who do not respond adequately to the standard instructional program, teachers should use graphed analyses of CBM scores to insure ambitious goals and to identify instructional components that result in improved learning for otherwise difficult-to-teach students.
• Teachers should use skills profiles, derived from progress monitoring systems, to formulate strong instructional programs and to effect better student outcomes.

Additional Readings

Deno, S.L. (l985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.

Deno, S.L., & Fuchs, L.S. (l987). Developing curriculum-based measurement systems for data-based special education problem solving. Focus on Exceptional Children, 19(8), 1-16.

Fuchs, L.S., & Deno, S.L. (l991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-501.

Fuchs, L.S., Fuchs, D., Hamlett, C.L., Walz, L., & Germann, G. (l993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.

Good, R.H., Simmons, D.C., & Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.

This document was developed through Cooperative Agreement (#H324U010004) between Vanderbilt University and the U.S. Department of Education, Office of Special Education Programs for the National Research Center on Learning Disabilities. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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