The Effects of Performance Feedback and Goal Setting on Oral Reading Fluency Within Curriculum-Based Measurement

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Abstract
This study assessed the effects of two types of goal-setting graphing procedures used within curriculum-based measurement (CBM) to provide performance feedback to students regarding oral reading fluency. Eighteen second-grade students were assigned to one of three experimental conditions: dynamic goal line, static goal line, and control. Calculation of effect sizes for the treatment conditions suggested that students receiving biweekly performance feedback toward short-term (biweekly) or long-term (eight-week) goals evidenced educationally relevant and noticeable change in oral reading fluency compared with a no-treatment control.