Effects of curriculum-based measurement (CBM) for progess monitoring in reading and an additive reading in second classes

URN to cite this document:: urn:nbn:de:bvb:355-epub-435439
DOI to cite this document:: 10.5283/epub.43543

Anderson, S. ; Jungjohann, J. ; Gebhardt, Markus

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Date of publication of this fulltext: 06 Aug 2020 13:00

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Abstract

In this study, poor readers in second school year were selected from three schools (n = 32). Their reading skills were surveyed weekly using a CBM instrument over one school semester. Furthermore, they were supported by a five-week reading fluency instruction. The majority of students increased their weekly learning growth in regular teaching and in the phase with the additive instruction. The ...