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' 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' reported knowledge of R-CBM was statistically greater than general education teachers'. In addition, there was a significant positive correlation between overall knowledge and acceptability of R-CBM. Teachers' 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.
Library of Congress Subject Headings
Reading (Elementary)--United States--Evaluation; Elementary school teachers--United States--Attitudes
Department, Program, or Center
Department of Psychology (CLA)
Hinman, Sarah N., "Elementary education teachers’ acceptability of reading curriculum-based measurements" (2010). Thesis. Rochester Institute of Technology. Accessed from
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