VIDBE-Q Volume 68 Issue 4
71
Progress
Monitoring
Students graph their
cold/hot scores in blue
and red on a paper
graph provided by
Read Naturally
Teachers provide
individualized
accommodations for
progress monitoring
based on visual needs,
including a range of
adapted graphing
options (e.g. paper,
digital, manipulatives)
Lusk, Lawson, and McCarthy
(2013) stated that Learning
Media Assessments should be
used to inform assessment and
instruction.
Teacher calculates
WCPM for hot timing
using one minute
timeframe
Allow students to read
the entire passage and
record time
Measure mean correct
words per minute
across passage
(CWPMP) rather than
one minute timing
Kamei-Hannan and Ricci (2015)
passage formula
"Students with low vision need
more time than students with
typical sight to complete tasks at
a word level and when reading
longer sentences of paragraphs."
(p. 31)
Students pass the
story when their
WCPM score
improves by 30
WCPM.
Use alternate,
individualized
measures of progress
to determine passage
of story, such as a
percentage
improvement from
baseline
Percentage improvement inspired
by Layton and Koenig's (1998)
description of decision making
process for selecting criteria
based on percentage
improvement from baseline for
phases in their changing criterion
design. They used a percentage
improvement from baseline, but
were willing to alter it based on
conversations with students to
address motivational needs.
As noted in Alberto and
Troutman (2006) and Klein et al.
(2015), criteria for phase changes
should be chosen based on one of
four ways:
1. mean of baseline
2. halving the mean of
baseline
3. using high and low points
to set a range
4. using an estimate from a
professional acquainted
with the student and the
subject matter
