Elementary education teachers’ acceptability of reading curriculum-based measurements

With prevention models, such as Response to Intervention (RtI), becoming increasingly implemented by schools, it is important to examine special and general elementary education teachers\u27 acceptability of reading curriculum-based measurement (R-CBM). A national sample of 26 elementary education teachers (23 general education, 3 special education) completed an online survey regarding R-CBM. The survey examined teacher acceptability, knowledge, training, resources, and belief that R-CBM is a valid general outcome measure of reading. Results indicated that special education teachers\u27 reported knowledge of R-CBM was statistically greater than general education teachers\u27. In addition, there was a significant positive correlation between overall knowledge and acceptability of R-CBM. Teachers\u27 belief regarding both resources and that R-CBM is a valid general outcome measure of reading had a significant positive correlation with overall acceptability. Lastly, there was a significant positive correlation between low acceptability of R-CBM and both resources and belief that it is a general outcome measure of reading. Implications for practice and further research are discussed