Case Studies in Curriculum-Based Measurement

Abstract

Three children who are mildly mentally retarded were administered reading probes for a period of four months in order to examine the relation between reading probes over time and number of words read correctly per minute, and the relation between changes in words read correctly per minute and student performance on a criterion-referenced mastery test which accompanied the children's basal reader. All three children improved in the number of words read correctly per minute and in their performance (pre- to posttest) on the mastery test, although the specific pattern of skills developed by each child was different. Concerns are raised about whether these probes alone yield sufficient information for making program decisions during the course of instruction.