How student progress monitoring improves instruction

Educational Leadership

Volumn 62, Issue 5, 2005, Pages 81-83

  Safer, Nancy ^a   Fleischman, Steve ^a  

^a AMERICAN INSTITUTES FOR RESEARCH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 13844296665     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (7)

1. Baker, S. K., & Good, R. H. (1995). Curriculum-based measurement of English reading with bilingual Hispanic students: A validation study with second-grade students. School Psychology Review, 24, 561-578.
2. Deno, S. L. (2003). Developments in curriculum-based measurement. Journal of Special Education, 37, 184-192.
3. Fuchs, L. S., Deno, S., & Mirkin, P. (1984). Effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449-460.
4. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
5. Fuchs, L. S., & Fuchs, D. (2002). What is scientifically-based research on progress monitoring? (Technical report). Nashville, TN: Vanderbilt University.
6. Good, R., & Jefferson, G. (1998). Contemporary perspectives on curriculumbased measurement validity. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 61-88). New York: Guilford Press.
7. Good, R. H., Simmons, D. C., & Kameenui, 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.