Authentic Assessment in Oral Reading Fluency Lilah Bruland & Lopaka M. Kins

Participants Sixteen first grade students East Region school Ten ELL students Six English only students Fifteen were considered benchmark students according to DIBELS progress monitoring One was considered needing intensive support

Research questions Do students’ self-assessment of their reading abilities change after working in daily fluency centers? Do students’ oral reading fluency scores improve as a result of daily work in fluency centers? If no noticeable increase is seen, what outside influences maybe at work?

First Assessment Usually  Some- times  Not much I like to read 853 I think I am a good reader. 646 Student survey given Oral reading fluency test using cold read from DIBELS passages at a level slightly above the student’s ability Daily fluency centers set up Modeling by the teacher Working with a partner Approximately fifteen minutes a day A copy of the passages were sent home New passage each week

Data Students were progress monitored then an average score was taken March and April discrepancies, due to track break? No correlation between language spoken in the home and fluency loss

3 Month Benchmark First Graders Usually  Sometimes  Not much I like to read (1 st assessment) 853 I think I am a good reader. 646 I like to read (2 nd assessment) 1231 I think I am a good reader More students stated they like to read Number of students reporting themselves as good readers almost doubled The student who rated himself a one was also the student who scored the lowest on the DIBELS test

Conclusion All students increased their fluency ability Home factors had an influence on fluency Repeated oral reading with a partner does build self confidence We found the reading interview to be a useful and positive tool for assessing students’ perceived abilites