The Application of Standardized Assessments and CBM Measures in a Case Study of a Student With a Severe Reading Disability

Bashir Abu-Hamour, Annmarie Urso, Nancy - Mather

Research output: Contribution to journalArticle

Abstract

This case study examines the impact of intensive research-based instruction on the reading development of a bilingual adolescent male with a history of reading failure. The study demonstrates the value of using normative-based assessments for accurately diagnosing a specific learning disability and curriculum-based measures for monitoring the effects of intervention. The results of a 24-week intervention also demonstrated the effectiveness of both progress monitoring and instruction when delivered in a daily, individualized setting. This case study clearly illustrates that adolescents with poor literacy can make adequate progress but that some schools are still failing to provide adequate and appropriate instruction to students who struggle to learn to read and spell. We also discuss implications for response-to-intervention models for secondary students.

Original languageEnglish (US)
Pages (from-to)44-63
Number of pages20
JournalReading and Writing Quarterly
Volume29
Issue number1
DOIs
StatePublished - Jan 2013

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disability
instruction
monitoring
adolescent
student
learning disability
literacy
curriculum
history
school

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

Cite this

The Application of Standardized Assessments and CBM Measures in a Case Study of a Student With a Severe Reading Disability. / Abu-Hamour, Bashir; Urso, Annmarie; Mather, Nancy -.

In: Reading and Writing Quarterly, Vol. 29, No. 1, 01.2013, p. 44-63.

Research output: Contribution to journalArticle

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