Dissertation/Thesis Abstract

Effect of Progress Monitoring on Reading Achievement for Students in a Middle School Setting
by Augustin, Michele Ann, Ed.D., Missouri Baptist University, 2015, 225; 3687670
Abstract (Summary)

This ex post facto, quasi-experimental, quantitative research examined the effectiveness of a weekly progress monitoring program—as multi-tiered support—with sixth through eighth graders who require special education in middle school. Through a pretest-posttest, nonequivalent control group design, the study compared reading improvement on the Jerry Johns Basic Reading Inventory (BRI) and a high-stakes state accountability assessment (MAP-CA) over a four-year period. Additionally, correlation between the BRI and AIMSweb Reading Curriculum-Based Measurement (R-CBM) was computed. According to the BRI, results indicated a significant increase in the reading achievement for students in the treatment group. Notably, no significant difference in scaled scores on the MAP-CA occurred. Calculations defined a strong positive correlation (r=.772) between Lexile scores on the BRI and R-CBM. Limitations that impacted the findings included experimental control over specific reading interventions implemented and teacher styles, tenure, qualifications, and expertise. Furthermore, missing MAP-CA data for eighth-grade students affected results due to the replacement of MAP-CA with end-of-course (EOC) exams in ninth grade. An analysis of complete MAP-CA data for sixth-grade students revealed faster gains in reading for the treatment group. Implications for policy and practice suggest increased use of progress monitoring in middle schools, need for high-quality professional development of educators, importance of data coaching, and continued administration of the BRI in conjunction with R-CBM as formative and summative tools to evaluate reading goals on Individualized Education Programs.

Indexing (document details)
Advisor: Daiber, Margie G.
Commitee: DelGaiso, Amber K., Morris, Douglas
School: Missouri Baptist University
Department: Education Division
School Location: United States -- Missouri
Source: DAI-A 76/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Special education
Keywords: Curriculum-based measurement, Middle school, Multi-tiered system of supports, Progress monitoring, Reading disability, Response to intervention
Publication Number: 3687670
ISBN: 9781321655346
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