Social studies progress monitoring and intervention for middle school students
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study examined the technical adequacy of vocabulary-matching Curriculum Based Measurement (CBM) as a means to identify and monitor the progress of 148 middle school students in social studies. In addition, the study investigated the effectiveness of a reading comprehension intervention, Collaborative Strategic Reading (Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001) with 15 low-achieving middle school readers when used with content area reading passages. Results indicated that vocabulary-matching CBM are valid and reliable indicators of performance in social studies. Significant differences were found for the intervention group on performance from pre to post on vocabulary-matching CBM scores. Difference in Differences regression models were used to simultaneously examine differences between the intervention and control groups on pre-post measures. No significant differences were found between the groups in terms of change in level or the change in trend in performance on vocabulary-matching CBM. The results indicated that vocabulary-matching CBM can be used within middle school social studies classrooms and that further research is needed to determine if CSR is appropriate for low achieving students.
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