1. CBM: Oral Reading Fluency
Jim Wright

3. 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

4. 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

5. CBM Reading Probes: Preparation

6. 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

7. 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

8. CBM Reading Probes: Example

9. 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)

10. 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

11. Readability Statistics: MS Word

12. Results of Flesch-Kincaid Readability Analysis of 30 Probes
From 3-2 Book of Harcourt-Brace Signatures Series
Grade Level

13. CBM Reading Probes: Administration

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

15. 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

16. 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

17. 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

18. CBM Reading Probes: Scoring

19. 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

20. 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

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

22. 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

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

24. 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)

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

26. Student Record Form: CBM: Oral Reading Fluency Page 1

27. Student Record Form: CBM: Oral Reading Fluency Page 2

28. Student Information Block

29. Step 1: Survey-Level Assessment

30. Table 1: Reading Placement Guidelines

31. Step 2: Compute a Student Reading Goal

32. Step 3: Collect Baseline Data

33. Step 4: Progress-Monitoring

34. Table 2: Predictions for Reading Growth by Grade