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Webinar 2. Progress Monitoring in Reading

  1. Measures of progress monitoring in reading appropriate for use with students who are deaf or hard of hearing.
  2. Materials for monitoring progress in reading.
  3. Administration procedures for CBM screening in the areas of reading.
  4. Scoring CBM Maze measures with 99% accuracy and reliability.



  1. Allinder, R.M. & Eccarius, M.A. (1999). Exploring the technical adequacy of curriculum-based measurement in reading for children who use manually coded English. Exceptional Children, 65, 271-283.
  2. Barkmeier, L.M. & Rose, S. (2009) Technical Adequacy of the Maze with Secondary Deaf and Hard of Hearing Students. [Unpublished masters thesis.] University of Minnesota, Minneapolis.
  3. Dolch, E. W. (1936). A basic sight vocabulary. Elementary School Journal, 36, 456−460. Fry, E. B., & Kress, J. E. (2006). The reading teacher's book of lists, 5th Ed. San Francisco: Jossey-Bass.
  4. Deno, S.L., Lembke, E., & Reschly, A. (2002) [LB2] Progress Monitoring Study Group Content Module.  Retrieved from
  5. Rose, S., Barkmeier, L., & Virnig, S. (2011) Norms/benchmarks for DHH students.
  6. Rose, S. & Landrud, S. (2009). Picture-naming pre-reading with young deaf and hard of hearing children. Minneapolis, MN: University of Minnesota, Technical Report.
  7. Fuchs, L.S., Fuchs, D., and Hamlett, C.L. (1989a). Effects of instrumental use of curriculum-based measurement to enhance instructional programs.Remedial and Special Education, 10, 43-52.