This study examined the technical characteristics of newly created general outcome measures (GOMs) in reading for students with significant cognitive disabilities. The participants were 31 students with significant cognitive disabilities, and the GOMs used produced reliable data. Early results establishing the validity of the GOMs suggest that Rimes, K-4 Science Content Word Identification, Simple Sentence Maze, and Fry's Word Identification GOMs are the most promising for predicting student reading performance. Functional Pictures and Signs, Mixed Letter Identification, Fry's Word Identification, and K-4 Science Content Word Identification showed potential for measuring reading progress. These preliminary results suggest that GOMs can be a useful tool for teachers to use to predict and monitor the progress of students with significant cognitive disabilities in reading. More research is needed.
Bibliographical noteFunding Information:
We wish to thank the Developmental Cognitive Disabilities Program teachers in the Minneapolis (Minnesota) Public Schools. The Research Institute on Progress Monitoring at the University of Minnesota is funded by the U.S. Department of Education, Office of Special Education Programs (Award H324H030003), and supported the completion of this work. Teri Wallace is now at Minnesota State University, Mankato, Minnesota, USA.