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Curriculum-Based Measurement of Reading Growth: Weekly Versus Intermittent Progress Monitoring

Joseph Jenkins, Margaret Schulze, Allison Marti, Allen G. Harbaugh

Exceptional Children, 2017. DOI 10.1177/0014402917708216

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2020.

Replications

• Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study, Gesel & Lemons (2020). Exceptional Children. Outcome recorded: successful. these results indicated that intermittent PM schedules sufficiently predicted student true growth compared to weekly PM schedule. Outcome read from the abstract. View paper

Cite this record

Jenkins, J., Schulze, M., Marti, A., & Harbaugh, A. G. (2017). Curriculum-Based Measurement of Reading Growth: Weekly Versus Intermittent Progress Monitoring. Exceptional Children, 84(1), 42–54. https://doi.org/10.1177/0014402917708216

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