Allison Parliament's Blog Post 4: Garcia, Facilitating the Reading Process

I enjoyed how Garcia, had related how she had used CBM and MA interchangeably within her special education classroom, and how it showed significant results. As a special education teacher, I have been using CBMs as a form of progress monitoring for all my years in teaching, as a way to show growth within my students. I honestly have never used an MA, I only use a running record when it comes time for a students annual review IEP meeting. I always have enjoyed CBM, I have a baseline, to be able to pair my students based on similar instructional levels, and where they need intensive instruction. CBM's look at three things in which my students have struggled in one if not all of these three areas: fluency, accuracy, and automaticity. On a weekly basis, I measure my students fluency, and now with the same passage I can conduct an MA. Where it will evaluate the students on their letter reversals, misread words, and be able to see how the reader identifies an unknown word. In being aware what an MA is, I can know do that with them in their weekly fluency readings, be able to guide my lessons according to their needs.