UC Riverside

This study compared the use of grade versus instructional level material for progress monitoring struggling readers by examining the materials' psychometric characteristics and the data's influence on teacher expectations and instructional decision-making. Students were progress monitored with both sets of probes for 6 - 8 weeks. Each set of data was analyzed for sensitivity to growth and predictive validity and evaluated by classroom teachers. Results found no statistical difference in sensitivity to growth or predictive validity (p > .05). Both data based decision rules based on trend analysis and teacher responses to questionnaires indicated that grade level data was more likely to portray student progress as inadequate and the current intervention as needing modification and/or increase in intensity. Limitations of the study and directions for future research are discussed.