CBM: Oral Reading Fluency Jim Wright www.interventioncentral.org

http://www.nichd.nih.gov/publications/nrppubskey.cfm

NRP Conclusions Regarding Importance of Oral Reading Fluency: “An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3

CBM Student Reading Samples: What Difference Does Fluency Make? 3rd Grade: 19 Words Per Minute 3rd Grade: 70 Words Per Minute 3rd Grade: 98 Words Per Minute

CBM Reading Probes: Preparation

CBM Reading Assessment: Preparation Decide on ‘measurement pool’ (e.g., basal reading series, literature selections sorted according to readability) Prepare examiner and student copies of passages Select passages randomly from larger library when administering to student

CBM Reading Measurement Pool: Silver Burdett & Ginn (1989) Book 1: All Through the Town.Grade 1 Book 2: Out Came the Sun…..Grade 1 Book 3: Morning Bells….……..Grade 1 Book 4: Make A Wish…………Grade 1 Book 5: A New Day……………Grade 1 Book 6: Garden Gates………..Grade 2 Book 7: Going Places…………Grade 2 Book 8: Castles of Sand………Grade 3 Book 9: On the Horizon……….Grade 3 Book 10: Silver Secrets……….Grade 4 Book 11: Dream Chasers……..Grade 5 Book 12: Wind by the Sea…….Grade 6

CBM Reading Probes: Example

CBM Reading Passages: Variability The formula for the Flesch-Kincaid Grade Level score is: (.39 x ASL) + (11.8 x ASW) – 15.59 where: ASL = average sentence length (the number of words divided by the number of sentences) ASW = average number of syllables per word (the number of syllables divided by the number of words)

To complete readability statistics using MS Word… Go to ‘Tools’ pull-down menu. Select ‘Options…’ Click on ‘Spelling & Grammar’ tab Click on ‘Show Readability Statistics’ checkbox

Readability Statistics: MS Word

Results of Flesch-Kincaid Readability Analysis of 30 Probes From 3-2 Book of Harcourt-Brace Signatures Series Grade Level 1 2 3 4 5 6 7 8 9

CBM Reading Probes: Administration

CBM Reading Probes: Administration Materials needed: 3 passages selected at random from probe collection Stopwatch Pen or marker Quiet, non-distracting location

CBM Reading Assessment: Administration Sit at table next to or across from student Read off standardized directions Start stopwatch after (a) student reads first word, or (b) examiner provides first word

CBM Reading Assessment: Administration Supply correct word if student hesitates for longer than 3 seconds Mark errors on examiner passage Mark student stopping point in passage (“]”) at end of 60 seconds Tell student to stop reading

CBM Reading Activity: Pair off with your neighbor At your table: Pair off with your neighbor Select one of you to serve as examiner and one as student Have the examiner read the CBM reading directions aloud to the ‘student’ Have the student complete a single CBM passage When the student has completed the passage, score the probe

CBM Reading Probes: Scoring

CBM Reading Assessment: Scoring Words are counted as correct if . . . the student repeats a correctly read word the student self-corrects within 3 seconds variant pronunciation of a word is due to dialectical differences or speech articulation issues

CBM Reading Assessment: Scoring Words are counted as incorrect if they are. . . mispronunciations substitutions (e.g., home for house) omissions hesitations of greater than 3 seconds word transpositions

CBM Reading Assessment: Scoring Words read aloud are ignored if. . . the student inserts them into the text

CBM Reading Assessment: Computing Correctly Read Words Number of correctly read words (CRW) is calculated by: subtracting number of errors (E) from total read words (TRW) during timed minute --words read up to end bracket in passage

CBM Reading Assessment: Computing Correctly Read Words TRW=74 Errors=5 CRW=69

CBM Reading Assessment: Omitted Text Adjustment: Count up the number of words omitted in a segment of a passage Subtract all but one of those omitted words from the total word count (TRW) Repeat for additional omitted passages Count each omission as single error when calculating correctly read words (CRW)

CBM Reading Assessment: Scoring Example/Omitted Text TRW=74 Omitted Words=10 New TRW=64 Errors=6 CRW=58

Student Record Form: CBM: Oral Reading Fluency Page 1

Student Record Form: CBM: Oral Reading Fluency Page 2

Student Information Block

Step 1: Survey-Level Assessment

Table 1: Reading Placement Guidelines

Step 2: Compute a Student Reading Goal

Step 3: Collect Baseline Data

Step 4: Progress-Monitoring

Table 2: Predictions for Reading Growth by Grade