Progress monitoring has been shown to be effective for gauging student growth in the area of mathematics. Likewise, self-graphing has been shown to improve student achievement in education. The present study investigates the effectiveness of progress monitoring as an intervention with a self-graphing component for second-grade students in the area of mathematics. This research examines the impact of progress monitoring on increased math skills, accuracy, and generalization to universal screening assessments. While results were variable, students' accuracy improved upon implementation of progress monitoring. All-together, results suggest that progress monitoring with self-graphing can be an effective intervention.
|Commitee:||McCormick, Kelly, Steege, Mark W.|
|School:||University of Southern Maine|
|Department:||College of Education and Human Development|
|School Location:||United States -- Maine|
|Source:||DAI-A 75/12(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational evaluation, Elementary education, Educational psychology|
|Keywords:||Mathematics accuracy, Mathematics intervention, Progress monitoring, Second grade, Self-graphing|
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