The Effects of Performance Feedback and Goal Setting on Oral Reading Fluency Within Curriculum-Based Measurement

Abstract

This study assessed the effects of two types of goal-setting graphing procedures used within curriculum-based measurement (CBM) to provide performance feedback to students regarding oral reading fluency. Eighteen second-grade students were assigned to one of three experimental conditions: dynamic goal line, static goal line, and control. Calculation of effect sizes for the treatment conditions suggested that students receiving biweekly performance feedback toward short-term (biweekly) or long-term (eight-week) goals evidenced educationally relevant and noticeable change in oral reading fluency compared with a no-treatment control.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 28 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.