Students with learning problems experience difficulties in reading, writing, and content-area learning into and throughout their secondary-school years
In basic areas such as reading and writing, little teacher attention is devoted to improving student performance, perhaps in part because teachers are not clear whether improvements are even possible. In content-area such as science, attention often is devoted to ensuring that students receiving marks that will allow them to successfully move on to the next year or to graduate. Less attention is devoted to determining how much has actually been learned.
In recent years, research has led to the development of a progress monitoring system that can be used to track the learning of students with difficulties in areas such as reading, writing, language development, and content-area learning. Although research supports the validity and reliability of this progress monitoring system, that research has all occurred in the United States. In the current research, we extend the work on progress monitoring to the Netherlands.
We address the following questions:
What are the validity and reliability of a progress monitoring system for reading and language development in the Netherlands?
Does implementation of progress monitoring lead to improved teacher instruction and student performance?
What factors affect teachers’ ability to implement and use progress monitoring data in their instructional decision making? Instruction will be given in Dutch, and the Masters scriptie can be written in Dutch or English.