A comparison of teacher-, peer-, and self-monitoring with curriculum-based measurement in reading among students with learning disabilities

Effects of four forms of progress monitoring were evaluated on the oral reading rate of 48 elementary-age students with learning disabilities: teacher-, peer-, self-, and no-monitoring. Student progress toward long-term goals was measured twice weekly for 9 weeks, and participants were provided verbal and visual performance feedback. Analysis of group comparison data indicated no significant differences among conditions. Idiographic comparisons showed consistent gains across time for the teacher-monitor group and the largest gains from pretest to posttest for the self-monitor group. Furthermore, it was found that students in the self- and peer-monitoring conditions could collect reliable data on the number of correct words per minute. Teacher acceptability of the various procedures identified no significant differences for time or treatment. Student acceptability resulted in a significant effect for conditions. Discussion includes the potential benefit of peer- and self-monitoring in reducing the amount of time special education teachers devote to measurement in the classroom.