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Selecting and Designing Measurements to Track the Reading Progress of Students With Disabilities

Intervention in School and Clinic, Ahead of Print.
To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires knowledge and skills in data use that many teachers are not trained for. This article provides guidance for teachers to select appropriate tools for measuring progress during the data-based individualization process. In addition, guidelines for how to design appropriate mastery measures based on a student’s individual weaknesses and information gathered from progress monitoring are provided. Together, these data provide a foundation for making sound decisions on when and how to adjust reading intervention to meet student needs.

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Posted in: Journal Article Abstracts on 05/27/2020 | Link to this post on IFP |
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