How do Teachers Measure and Drive Instruction of Literacy

The purpose of this investigation was to monitor the progress of a fourth grade student to gather data to guide literacy instruction, including fluency, comprehension, miscue analysis, and decoding. Data was collected weekly in order to organize lessons for small group instruction, as well as to identify accurate interventions to implement in the student ‟s progress . Daily data was collected on an individual student ‟s performance using R-CBM, MAZE, formal running records, and student ‟s observation. Results show that the participating in this data collection demonstrated statistically inconsistent gains in the areas of literacy