Article Citation:
Natalie Förster and Elmar Souvignier (
2015) Effects of Providing Teachers With Information About Their Students' Reading Progress. School Psychology Review: March 2015, Vol. 44, No. 1, pp. 60-75.
Special Topic: Early Childhood Assessment and Intervention
Effects of Providing Teachers With Information About Their Students' Reading Progress
Natalie Förster and
Elmar Souvignier
This research was supported by a grant from the Deutsche Forschungsgemeinschaft (So 469/5-1).
Correspondence regarding this article should be addressed to Natalie Förster,; e-mail:
Natalie Förster, PhD, is a postdoctoral researcher in the Department of Assessment and Intervention in Education at the Institute of Psychology in Education, University of Münster, Germany. Her research interests are the assessment of students' learning progress and the interplay of student assessment, individualized instruction, and student development in the area of reading.
Elmar Souvignier, PhD, is a professor in the Department of Assessment and Intervention in Education at the Institute of Psychology in Education, University of Münster, Germany. His research interests are assessment and intervention in primary and secondary education and college, as well as teacher training and the implementation of research-based reading programs into school practice.
Associate Editors: Christy Walcott and Mike Vanderwood
Monitoring the learning progress of at-risk students positively affects learning growth. This study transfers the approach of learning progress assessment (LPA) to general education in Germany and investigates the effects of information about reading progress and additional teacher training on student achievement. Classes (n = 43) were assigned to either an LPA group with teacher training (LPA-T), an LPA-only group, or a standardized achievement test group. Teachers in all groups obtained information about students' reading status. Teachers in both LPA groups obtained additional information about students' reading progress, and LPA-T teachers were additionally trained to use the learning progress information for instructional decisions. Students in both LPA groups showed higher reading growth than students in the standardized achievement test group, but the effect size was small. No effects were found for the teacher training. Teachers rated LPA as easy to administer in general education.
Received: September 20, 2012; Accepted: May 16, 2014;
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