Relative Contribution of Progress Monitoring Strategies,Student Characteristics,and Program Variables to Instructional Outcomes in Resource Programs

Abstract

The purpose of this study was to identify variables, aside from curriculum and instruction, that make a contribution to the effectiveness of special education resource room instruction. Of particular interest was whether different approaches to teachers use of progress monitoring data related to differences in achievement. A total of 343 students identified as learning disabled by their schools from grades one through six within 35 schools in a large city school district participated. Results of descriptive and regression analyses revealed students with learning disabilities made progress in reading proficiency. The results of this investigation implied that one non-alterable variable—initial level of performance—and one alterable variable—instructional group size—were the two factors consistently related to student reading progress. Although no achievement differences were obtained related to the data utilization approach used, frequency of instructional changes was related to the approach for evaluating progress data. Implications for monitoring student progress in reference to alterable and unalterable elements of instruction are considered.

Get full access to this article

View all access options for this article.

References

Brophy, J. , & Good, T. (1986). Teacher behavior and student achievement. In M.L. Wittrock (Ed.), Handbook of research on teaching (pp. 328–375). NY: MacMillan.

Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723–733.

Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232.

Deno, S.L. (1986). Formative evaluation of individual student programs: A new role for school psychologists. School Psychology Review, 15, 358–382.

Deno, S.L., & Heistad, D. (1986). Experimental teaching: An approach to improving student achievement, changing teacher beliefs, and identifying effective practices. An unpublished research report.

Deno, S.L. , & Mirkin, P. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children.

Deno, S.L. , Mirkin, P.K. , & Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children, 18, 16–26.

Dunkin, M. , & Biddle, B. (1974). The study of teaching. New York: Holt.

Fuchs, L.S. (1988). Effects of computer-managed instruction on teachers' implementation of systematic monitoring programs and student achievement. Journal of Educational Research, 81, 294–304.

10.

Fuchs, L.S. , & Fuchs, D. (1986). Effects of systematic formative evaluation on achievement: A meta-analysis. Exceptional Children, 53, 199–208.

11.

Fuchs, L. , Fuchs, D. , & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9(2), 20–28.

12.

Hosmer, D. , & Lemeshow, S. (1989). Applied logistic regression New York: John Wiley & Sons.

13.

Marston, D. , & Magnusson, D. (1987). Curriculum-based measurement: An introduction (Unpublished manuscript). Minneapolis, MN: Minneapolis Public Schools, Department of Special Education.

14.

Marston, D. , Magnusson, D. , & Diment, K. (1988). Implementing curriculum-based measurement: A four year report (Unpublished manuscript). Minneapolis, MN: Minneapolis Public Schools, Department of Special Education.

15.

Neter, J. , Wasserman, W. , & Kutner, M. (1985). Applied linear statistical models (2nd ed.). Homewood, IL: Irwin.

16.

Salvia, J. , & Ysseldyke, J. (1991). Assessment (5th ed.). Boston: Houghton Mifflin.

17.

Slavin, R.E. (1987). A theory of school and classroom organization. Educational Psychologist, 22(2), 89–108.

18.

Taylor, R.L. (1993). Assessment of exceptional students (3rd ed.). Boston: Allyn and Bacon.

19.

Tindal, G. , Fuchs, L. , Christenson, S. , Mirkin, P. , & Deno, S. (1981). The relationship between student achievement and teacher assessment of short- or long-term goals (Research Report No. 61). Minneapolis, MN: Institute for Research on Learning Disabilities, University of Minnesota.

20.

Thurlow, M. , Ysseldyke, J. , & Wotruba, J. (1988). Student and instructional outcomes under varying student-teacher ratios in special education (Research Report No. 12). Minneapolis: University of Minnesota, Instructional Alternatives Project.

21.

Weiss, B.J. , Steurer, L.O. , Cruickshank, S.B. , & Hunt, L.C. (1983). Holt Basic Reading. New York: Holt, Rinehart, & Winston.

22.

White, O.R. (1974). Evaluating the educational process. Seattle: University of Washington, Child Development and Mental Retardation Center, Experimental Education Unit.

23.

White, O.R. , & Haring, N.G. (1980). Exceptional teaching (2nd ed.). Columbus, OH: Merrill.