TY - JOUR
AU - Fuchs, Douglas
AB - it hin special education, system­ W atic, ongoing monitoring of stu­ dent progress is frequently cited as a critical feature of effective practice (Christenson, Ysseldyke, & Thurlow, 1989; Gersten, Carnine, & Woodward, 1987; Lovitt, 1981; Rieth, Polsgrove, & Semmel, 1981; Zigrnond & Miller, 1986). In the 1970s, development of comprehensive monitoring systems was accomplished through work on Preci­ Cuniculum-Based sion Teaching (see the work of Norris Haring, Owen White, and their col­ leagues, e.g., White & Haring, 1980), as Measurements well as through work on Mastery Learn­ ing (see Block & Bums, 1976). Although Precision Teaching and Mastery Learn­ Current Applications and ing differ in critical ways (see Fuchs & Fuchs, 1990, for discussion), they share Future Directions .an important emphasis: They both in­ dex student mastery of a series of objec­ tives, and each objective typically repre­ sents one discrete skill. Research indi­ cates that teachers' use of these systems LYNN S. FUCHS and DOUGLAS FUCHS can enhance the achievement of stu­ dents with learning problems (e.g., Beck, 1981; Bohannon, 1975; Haring & Krug, 1975). Nevertheless, certain problems with the short-term mastery focus of Preci­ sion Teaching and Mastery Learning have been identified (see Fuchs & Deno, in 
TI - Curriculum-Based Measurements
JF - Preventing School Failure: Alternative Education for Children and Youth
DO - 10.1080/1045988X.1991.10871068
DA - 1991-04-01
UR - https://www.deepdyve.com/lp/taylor-francis/curriculum-based-measurements-L8UbYYA5jO
SP - 6
EP - 11
VL - 35
IS - 3
DP - DeepDyve
ER -