THE EFFECT OF CURRICULUM BASED MEASUREMENT, STUDENT CONSULTATION, AND GOAL SETTING ON RELATED STUDENT READING\ud OUTCOMES AND DURATION OF DAILY READING INSTRUCTION FOR STUDENTS WITH INTELLECTUAL DISABILITY

Students with intellectual disability (ID) have continued to struggle with reading achievement despite recent accountability measures and high academic expectations for all students. Several researchers have started to explore the use of phonics based reading interventions with students with ID and the results are promising. The purpose of this study was to extend the previous research on phonics based reading interventions by examining the effects of teachers’ use of reading curriculum based measurement (CBM) combined with student consultation and goal setting on related student reading outcomes and amount of provided daily reading instruction. Teachers were trained to administer CBM and also learned to interpret CBM data so they could monitor reading goals and make appropriate instructional changes for participating students. Three teachers administered weekly CBM to four eligible students with ID and monitored data for 16 consecutive weeks. Participating teachers consulted with each participating student weekly to share previous CBM scores, provide encouragement and to highlight weekly reading goals. A multiple baseline across participants design was used to display and interpret visual data. Findings revealed that all four students increased his or her weekly reading fluency and accuracy but there was no functional relation established between intervention and improved reading across students. However, weekly minutes of reading instruction increased during\ud iv\ud intervention for three of the four students. Directions for future research are discussed, as are limitations and implications for practitioners