Relative Contribution of Progress Monitoring Strategies, Student Characteristics, and Program Variables to Instructional Outcomes in Resource Programs.

Kim, Dong-il; And Others

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ERIC Number: EJ468872

Record Type: CIJE

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0737-2477

EISSN: N/A

Available Date: N/A

Relative Contribution of Progress Monitoring Strategies, Student Characteristics, and Program Variables to Instructional Outcomes in Resource Programs.

Kim, Dong-il; And Others

Diagnostique, v18 n2 p159-73 Win 1993

This study of 343 elementary school students with learning disabilities examined whether different approaches to teachers' use of progress monitoring data related to differences in achievement. Achievement differences were not found to relate to varying data utilization approaches. The two factors consistently related to student reading progress were initial level of performance and instructional group size. (Author/JDD)

Descriptors: Academic Achievement, Data Analysis, Elementary Education, Formative Evaluation, Instructional Effectiveness, Learning Disabilities, Performance Factors, Recordkeeping, Resource Room Programs, Student Characteristics, Student Evaluation

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A