Monitoring learning progress enables teachers to address students’ interindividual differences and to adapt instruction to students’ needs. We investigated whether using learning progress assessment (LPA) or using a combination of LPA and prepared material to help teachers implement assessment-based differentiated instruction resulted in improved reading skills for students. The study was conducted in second-grade classrooms in general primary education, and participants (N = 33 teachers and N = 619 students) were assigned to one of three conditions: a control group (CG); a first intervention group (LPA), which received LPA only; or a second intervention group (LPA-RS), which received a combination of LPA and material for differentiated reading instruction (the “reading sportsman”). At the beginning and the end of one school year, students’ reading fluency and reading comprehension were assessed. Compared with business-as-usual reading instruction (the CG), providing teachers with LPA or both LPA and prepared material did not lead to higher gains in reading competence. Furthermore, no significant differences between the LPA and LPA-RS conditions were found. Corresponding analyses for lower- and higher-achieving students also revealed no differences between the treatment groups. Results are discussed regarding the implementation of LPA and reading instruction in general education.

通过监控学习进度，教师可以解决学生之间的个体差异，并使教学适应学生的需求。我们调查了使用学习进度评估（LPA）还是结合使用LPA和准备好的材料来帮助教师实施基于评估的差异化教学，从而提高了学生的阅读能力。这项研究是在普通初等教育的二年级课堂上进行的，参与者为（N = 33名老师，N= 619名学生）被分配到以下三个条件之一：对照组（CG）；第一干预组（LPA），仅接受LPA；或第二干预小组（LPA-RS），他们接受了LPA和针对差异阅读指导的材料的组合（“阅读型运动员”）。在一个学年的开始和结束时，将评估学生的阅读流利度和阅读理解力。与通常的阅读指导（CG）相比，向教师提供LPA或LPA和准备好的材料都不能提高阅读能力。此外，没有发现LPA和LPA-RS条件之间的显着差异。对成绩较低和成绩较高的学生的相应分析也表明，治疗组之间没有差异。