Progress Monitoring with Curriculum Based Measurement Tracey Hall CAST Oral Reading Fluency

CBM in Reading Oral Reading Fluency –one minute timing –individually administered –words read correctly –also measure errors –high correlation with reading comprehension (students dont read faster than they can understand what they are reading) Maze and cloze procedures –passage reading –words missing – systematically –fill in or selection of correct word –may be fluency Letter or sound identification Word Recognition

CBM in Reading Develop Measures Administration Scoring Graphic Display Analysis of Graphic Display Error Analysis Implications for Instruction

CBM Oral Reading Fluency For students in Infant and early standard Student reads grade-appropriate passage for 1 minute from ORF Student copy Teacher marks errors of ORF Teacher copy

What is measured? Oral Reading Fluency (ORF) is a measure of the number of words a student reads correctly in one minute. –Measure of reading rate and accuracy –Measure related to reading comprehension (kids dont read faster than they can understand what it is that they are reading) Specific errors are recorded to provide useful error analysis information. Sensitive to change achievement over time

Developing ORF Measures Teacher copy - numbers down right side of passage for easy scoring Student copy- Passage should be: –Void of illustration –Text that is representative of curriculum (usually random selection from materials used in class: font, passage style )

CBM Oral Reading Fluency Student copy

CBM Oral Reading Fluency ORF Teacher copy Cumulative count of words along margin allow for easy calculation of words attempted

Administration Directions for 1-Minute Administration of Oral Reading Fluency Passages 1. Quiet setting 2. Individual administration 3. Unnumbered passage to student 4. Numbered passage for administrator 5. Stopwatch or ( sweep second hand on watch ) 6. Say, "Start reading here." (point to the title of the story).

Administration Directions 7. Say "begin" and start your stopwatch when the student says the first word. 8. Follow along on the examiner copy of the passage, marking the words that are read incorrectly. Use the markings for error types as best you can. 9. If a student comes to the end of a passage before the time is up, point to the beginning of the passage and say to the student, "start again." 10. At the end of one minute (60 seconds) say, "stop" and place a bracket ( ] ) after the last word read.

Administration Directions When I say 'begin,' start reading aloud at the top of the page. Try to read each word. If you come to a word you don't know, I'll tell it to you. Be sure to do your best reading. Do you have any questions? You are going to read this story titled I Want to be Big Now out loud. This story is about a girl named June who wants to play. In order to play she thinks she needs to be big. Read this story until I say stop. If you come to a word you don't know, I'll tell it to you. Show me your best reading. If desired administrators may provide some background information :

ORF Error Markings very n mom

Scoring Sample wa-it-ing wa-it a

Scoring Practice Please listen to the student read the passage. Follow along, mark any errors you hear using the error marking procedures in your packet. Well check reliability when finished.

Benefits of Graphic Displays 1. Accurate display of facts about the behavior 2. Cumulative record - ongoing access to all data collected 3. Observe variations of behavior –cycles –relation of behavior to time –across phases of intervention

Benefits of graphic displays (cont.) 4. Formative information (dont wait for final condition to review for statistical differences) 5. Display relationship between dependent and independent variable 6. Screen out weak variables in favor of robust intervention

Benefits of graphic displays Benefits of graphic displays (cont.) 7. allow for individual interpretation graph provides direct access to original data 8. actual source of feedback for subject 9. subject may graph own behavior