Predicting Performance on High-Stakes Assessment for Proficient Students and Students At Risk With Oral Reading Fluency Growth

This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF) schools. The findings suggested that children with LD-SLD labels demonstrated significantly slower growth compared to children without LD-SLD labels. Children considered more at risk also demonstrated slower progress in oral reading fluency (but not reading comprehension) compared to children considered less at risk. Implications are discussed in relationship to the extent of instructional support needed by children identified as LD-SLD in the mainstream, and in terms of the specific dimension of reading skills as a criterion.

Download Full-text

The Relationship between Curriculum-based Measures in Oral Reading Fluency and High-Stakes Tests for Seventh Grade Students

RMLE Online ◽

10.1080/19404476.2013.11462098 ◽

2013 ◽

Vol 36 (5) ◽

pp. 1-8 ◽

Cited By ~ 7

Author(s):

Sawyer A. Hunley ◽

Susan C. Davies ◽

Christina R. Miller

Keyword(s):

Reading Fluency ◽

Oral Reading ◽

Oral Reading Fluency ◽

Seventh Grade ◽

High Stakes ◽

High Stakes Tests ◽

Curriculum Based Measures ◽

The Relationship

Download Full-text

Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or At-Risk for Reading Disabilities

Journal of Learning Disabilities ◽

10.1177/00222194211043482 ◽

2021 ◽

pp. 002221942110434

Author(s):

Lisa Didion ◽

Jessica R. Toste

Keyword(s):

At Risk ◽

Goal Setting ◽

Hierarchical Linear Modeling ◽

Reading Fluency ◽

Oral Reading ◽

Reading Disabilities ◽

Oral Reading Fluency ◽

Opportunity To Learn ◽

Self Determination ◽

Self Monitoring

Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at-risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at-risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition. Results from hierarchical linear modeling indicated that treatment students read an average of 31 more words per minute with a growth rate twice that of comparison students ( p < .01). The transferable possibilities of Data Mountain to provide students with an opportunity to learn self-determination skills and support ORF is significant to the field of special education.

Download Full-text

Rapid automatized naming, word-level reading, and oral reading fluency in first-grade Korean readers at risk for reading difficulties

Asia Pacific Education Review ◽

10.1007/s12564-015-9385-6 ◽

2015 ◽

Vol 16 (3) ◽

pp. 447-459 ◽

Cited By ~ 1

Author(s):

Dongil Kim ◽

Yujeong Park ◽

Linda J. Lombardino

Keyword(s):

At Risk ◽

Reading Fluency ◽

Oral Reading ◽

Oral Reading Fluency ◽

Reading Difficulties ◽

First Grade ◽

Rapid Automatized Naming ◽

Word Level

Download Full-text

Variability in DIBELS Next Progress Monitoring Measures for Students at Risk for Reading Difficulties

Remedial and Special Education ◽

10.1177/0741932517713310 ◽

2017 ◽

Vol 38 (5) ◽

pp. 272-283 ◽

Cited By ~ 4

Author(s):

Breda V. O’Keeffe ◽

Kaitlin Bundock ◽

Kristin L. Kladis ◽

Rui Yan ◽

Kat Nelson

Keyword(s):

At Risk ◽

Reading Fluency ◽

Oral Reading ◽

Oral Reading Fluency ◽

Progress Monitoring ◽

Reading Difficulties ◽

Average Growth ◽

Dibels Next ◽

Lower Variability ◽

Linear Growth Model

Previous research on curriculum-based measurement of oral reading fluency (CBM ORF) found high levels of variability around the estimates of students’ fluency; however, little research has studied the issue of variability specifically with well-designed passage sets and a sample of students who scored below benchmark for the purpose of progress monitoring. We examined the variability in oral reading fluency score slopes due to passage and student characteristics using DIBELS Next progress monitoring passages over 4 weeks using a hierarchical linear growth model. Participants included second-, third-, and fourth-grade students identified as at risk for reading difficulties. The results showed an average growth rate of approximately 1 correctly read word per minute per week, with considerably lower variability than shown in previous research with less controlled passage sets and/or higher performing student samples. Implications for practice are discussed, including procedural recommendations for administrators and teachers.

Download Full-text