Effects of Curriculum-Based Measurement on Reading Achievement in Fourth Graders

This study examines the effects of a computer-based individual progress monitoring on learning growth of low performing readers. In each of 24 classes the six poorest readers (n = 144) were identified and participated in a progress monitoring group or a control group. Over a period of six months students of the progress monitoring group completed eight computer-based tests and their teachers (n = 17) received diagnostic information about their learning curves, while teachers of the control group received a one-time information about their students’ level of achievement. Growth in reading was assessed with a standardized reading test (ELFE 1-6) and was found to be significantly higher for the progress monitoring group (d = 0.50). Teachers reported that the computer-based individual progress monitoring was practicable in general educational settings and that they used the information to plan instruction.