RIPM Technical Report #31: Teacher Use Study: Reading Aloud vs. Maze Selection

2012

This research focused on factors that might influence teachers' use of progress monitoring data in their design of instructional programs. The study investigated the effects of using reading aloud vs. maze selection progress measures on teachers' instruction and student learning. We hypothesized that the type of measure would affect the focus of teachers' instruction, with maze selection measures leading to a greater focus on reading comprehension and reading aloud measures leading to a greater focus on phonics and fluency. We further hypothesized that these differences in instruction would affect student performance, with students monitored with maze selection performing better in reading comprehension, and students monitored with reading aloud performing better in phonics and fluency. The research question addressed in the study was: What are the effects of using different types of progress measures (reading aloud vs. maze selection) on teacher instruction and student learning?

Reports and monographs

Professionals

Electronic (disc, CD, 508 compliant web posting)

http://www.progressmonitoring.net/pdf/TR31TeacherUse.pdf

N/A