Effects of curriculum-based measurement feedback to students on reading fluency, self-efficacy, and motivation

The current study used a pretest (followed by periodic testing) posttest control group design with random assignment to examine the effects of student feedback and goal setting on reading motivation, reading self-efficacy, and oral reading fluency. Second-grade students (N=25) were progress monitored with oral reading fluency curriculum based measures (R-CBMs) on a bi-weekly basis over the course of 13 weeks. Participants were randomly assigned to either a Feedback group which received bi-weekly graphical feedback on their fluency and participated in goal-setting, or a No Feedback group which did not receive progress monitoring feedback or participate in goal-setting. Reading motivation (self-concept and value) increased in the feedback group; however, it remains unclear whether R-CBM feedback and goal-setting on R-CBM influences reading self-efficacy or oral reading fluency. Practical implications and future directions for research are discussed