| Abstract: | Seventy-five students with mild disabilities were monitored in reading and math immediately before and after a summer vacation and six weeks into the following school year using Curriculum- Based Measurement probes. Results indicated that students regressed significantly in both academic areas following the summer break, however, by the time of recouprnent measuremen4 students had regained proficiency and, in reading, were performing significantly above their spring scores. Students were performing at the same level in math at the recwpment time as they were at spring. Implications for policy and practice are discussed. |
