Exploring the Potential Motivational Properties of Curriculum-based Measurement in Reading among Middle School Students with Learning Disabilities

Authors

  • Susan Glor-Scheib
  • Naomi Zigmond

Abstract

An investigation was undertaken to examine the relationships among students' self-perceptions of competence, attitudes toward reading and curriculum-based measurement, and actual reading performance on curriculum-based measurement of sixth grade middle school students with learning disabilities. Measures of students' self-perceptions of competence and attitudes toward reading and curriculum-based measurement were administered as pretests and posttests. For an 18-week period during the interim, students were administered curriculum-based measurement in reading (timed oral readings with graphing of scores).

Results indicated that students' self-perceptions of reading competence improved.. Although students' attitudes toward oral reading did not significantly increase from pretest to posttest, attitudes were related to fluency at posttest in ways they were not at pretest. Students reported that they liked curriculum-based measurement, particularly reading out loud for one minute and graphing their scores, but experience with curriculum-based measurement did not influence their strong beliefs that good readers read carefully and read for understanding rather than read fast.

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Issue

Vol. 4 No. 2 (1993)

Section

Articles

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