Elementary education teachers’ acceptability of reading curriculum-based measurements

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Title: Elementary education teachers’ acceptability of reading curriculum-based measurements
Author: Hinman, Sarah N.
Abstract: With prevention models, such as Response to Intervention (RtI), becoming increasingly implemented by schools, it is important to examine special and general elementary education teachers' acceptability of reading curriculum-based measurement (R-CBM). A national sample of 26 elementary education teachers (23 general education, 3 special education) completed an online survey regarding R-CBM. The survey examined teacher acceptability, knowledge, training, resources, and belief that R-CBM is a valid general outcome measure of reading. Results indicated that special education teachers' reported knowledge of R-CBM was statistically greater than general education teachers'. In addition, there was a significant positive correlation between overall knowledge and acceptability of R-CBM. Teachers' belief regarding both resources and that R-CBM is a valid general outcome measure of reading had a significant positive correlation with overall acceptability. Lastly, there was a significant positive correlation between low acceptability of R-CBM and both resources and belief that it is a general outcome measure of reading. Implications for practice and further research are discussed.
Record URI: http://hdl.handle.net/1850/12284
Date: 2010-06-08

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