Where to Find Progress Monitoring Materials

Teachers have the option of choosing from several commercial CBM tools for monitoring the progress of their students. Not all of the tools are a good fit for D/HH students. Teachers also have the option of creating their own progress monitoring materials. A few commercial CBM tools for reading are identified below. Professional judgment must be used to determine the appropriateness of use with students who are D/HH. We will provide guidelines on how to create progress-monitoring probes for reading.


DIBELS is generally not a good fit for D/HH students due to reliance on auditory stimuli and issues with speech and sign production. Selected measures included in the DIBELS lineup are:

  • Oral Reading Fluency
  • Letter Naming Fluency
  • DAZE
  • Retell Fluency
  • Word Use Fluency

Get it! Got it! Go!

GGG is a set of progress monitoring tools for pre- or early readers. These tools may be appropriate for young D/HH students who have functional use of hearing aids and/or cochlear implants. These tools include:

  • Picture Naming (Ages 3-5) (30 sec – 1 min)
  • Rhyming (Ages 3-5) (1-2 min)
  • Alliteration (Ages 3-5) (2 min)

EdCheckUp (http://www.edcheckup.com) is a set of progress monitoring tools for pre-readers through 8th grade levels. The available tools for reading include:

  • Letter Naming (1 min)
  • Reading Isolated Words (1 min)
  • Oral reading fluency (1 min)

AIMSWEB (http://www.aimsweb.com) provides CBM assessment tools and data organization and management software to frequently monitor progress of all students (grades K-12) in reading.

Florida Center on Reading Research provides CBM assessment tools and data management software for grades 3-12.

Avenue: DHH (2011) is currently in development through a USDOE:OSEP Stepping Stones Grant. Avenue provides CBM tools for monitoring progress in reading, and written expression. If funding becomes available, oral reading as well as signed or oral story retell will be added. Contact srose@umn.edu for more information regarding the development of this resource for use with students who are deaf or hard of hearing.