Early grade curriculum-based reading measures for students with intellectual disability

Area of Science:

• Special Education
• Educational Psychology
• Learning Disabilities

Background:

• Previous research highlights the potential of curriculum-based measurement (CBM) for students with intellectual disability.
• Effective progress monitoring is crucial for tailoring educational interventions.

Purpose of the Study:

• To evaluate the feasibility and effectiveness of weekly CBM for monitoring reading progress in students with intellectual disability.
• To explore the relationship between CBM reading performance and the nature of reading instruction provided.

Main Methods:

• 19 special education teachers monitored reading progress of 38 students with intellectual disability using CBM for 15 weeks.
• Teachers also reported on the type and duration of daily reading instruction.
• Data analysis focused on CBM gains and correlations with instructional practices.

Main Results:

• Teachers successfully administered and scored weekly CBM.
• CBM demonstrated the ability to capture reading growth in some students with intellectual disability.
• Correlations suggest teachers differentiated reading instruction based on student CBM performance.

Conclusions:

• Weekly CBM is a viable tool for monitoring reading progress in students with intellectual disability.
• CBM data may inform instructional adjustments and support differentiated reading education.
• Further research is needed to optimize CBM use and its impact on reading outcomes.