Two studies document benefits of implementing CBM (curriculum-based measurement) in both special and regular education settings. In Study 1 CBM is demonstrated to be a valid and reliable measurement system that aids teacher decisions regarding student placement, progress, and intervention effectiveness in an elementary school. Study II outlines…

Two studies compared the inclusion only, pull-out only, and combined services models for elementary students with mild disabilities, using a survey of 80 teachers and comparison of reading improvement in 240 students in the 3 models. Teacher satisfaction and student progress in reading were significantly greater for the combined services model.…

The impact of regular and special education on 11 learning-disabled children in fourth through sixth grade was studied by analyzing their slope of improvement on curriculum-based measures of reading scores. A time series analysis indicated that daily reading instruction in a resource room was a more effective intervention than regular education.…