Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of…

This paper explains what curriculum-based measurement (CBM) is; presents a case study to describe how special education teachers can use CBM to develop instructional programs, focusing on mathematics; and discusses future directions for ongoing monitoring systems. Four graphs and a skills analysis chart illustrate the case study. (JDD)

Twenty-five general and 37 special education teachers were compared in their planning and adaptation for students with learning disabilities. Results indicated that special education teachers who used curriculum-based measurement (CBM) adapted students' programs more frequently and relied on more objective databases than did non-CBM special…

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting third graders' development of mathematics problem solving. In the fall, 122 third-grade students were…

This study of 63 students (in grades 2-8) with mild to moderate disabilities found that students in classrooms using curriculum-based measurement (CBM) achieved better than controls on reading measures. The study also found that students of teachers who received CBM expert system instructional consultation achieved better than others on written…

The study assessed the effects of alternative goal structures within curriculum based assessment (CBA) in the area of math. Subjects were 30 elementary level special education teachers, assigned randomly to a dynamic goal CBA, static goal CBA, or control group for 15 weeks. Two pupils in each class were identified to evaluate the effects of the…

Thirty special educators were randomly assigned to treatment groups, including a control condition and different levels of curriculum-based management analysis, one of which included graphed performance indicators with skills analysis; one, graphed performance indicators only, and another, graphed performance indicators with ordered lists of…

This review examines the efficacy of curriculum-based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental-contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Overall, teachers' use of CBM produced significant…

When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring…

This article describes "Hot Math," a third-grade intervention conducted with small groups of students with disabilities or in inclusive classrooms that fosters mathematical problem solving. Hot Math integrates two promising practices to promote mathematical problem solving, explicit instruction about transfer and self-regulation strategies.…

A study was conducted to assess the effect of contrasting mastery learning procedures on the reading achievement of high and low ability students. Subjects were 48 high and 40 low ability first grade students randomly assigned to either a typical commercial basal reading series mastery treatment or an alternative mastery learning treatment that…