1. MASI-R Oral Reading Fluency Measures

2. Overview Individually administered Takes approximately 5 minutes
Two or Three, 1 minute, grade level passages are read
Provides a sample of a student’s oral reading fluency (rate and accuracy of reading)

3. Rationale
When students read accurately and fluently, it typically means they have mastered the prerequisite skills and processes necessary to read.
These skills are not observable while reading, but show up with
high scores in reading rate
and accuracy.

4. Preparing

5. What you will need… Copies of Teacher Passage &
Directions: 6A, 6B, & 6C
Corresponding Student
Passages: 6A, 6B, 6C
Clipboard
Colored pen for examiner
Preset timer to count down for one minute

6. Take a few minutes to review the materials you will use for this assessment.

7. Administering

8. Administering Place Student Passage in front of student.
Hold Teacher Passage and timer out of student’s view.
Read directions to student.
Do NOT say Ready,
Get Set, Go! or Stop!

9. Administering
- Put a slash (/) on Teacher Passage through any words read incorrectly.
- Provide word if not read within 3 sec. & mark incorrect.
- At end of one minute, say Thank You & place bracket (]) on Teacher Passage after last word read.
- Remove Student Passage.
- Continue with remaining passages.

10. Errors…What Counts? Word is: Skipped Mispronounced
Not pronounced correctly within 3 seconds
Repeatedly mispronounced, each instance

11. Errors…What Doesn’t Count
Word is:
corrected within 3 seconds
Pronounced differently due to dialect
Inserted/added words

12. Scoring

13. Scoring each passage for RATE
Calculate Rate Correct by subtracting # of errors from total # of words read in 1 min.
Rate Correct is Words Correct Per
Minute (WCPM).
Find the median score by placing the scores in numerical order and finding the one in the middle
Write this in Rate Correct box at top of Teacher Passage.

14. Example: Teacher Passage & Directions: 6-C
There are three basic types of snowflakes. The first
type is called “stellar,” and is the one most people
remember. Stellar flakes are feathery with small centers
They form when it’s not extremely cold and when the clouds are
low and wet. Because they cling together when falling, it
sometimes appears as if they are descending in great, downy
clumps. The second variety of snowflake is called a “plate”
snowflake and this formation appears almost rock-solid in compact 79
configurations with six clearly seen outer edges. They form
when it’s exceptionally cold and when clouds are elevated and
almost dry. ▲ The final type of snowflake is a combination of the
other two. It has a plate-like center with feathering arms

15. Teacher Passage & Directions:6-C
Rate Correct:
105
There are three basic types of snowflakes. The first
type is called “stellar,” and is the one most people
remember. Stellar flakes are feathery with small centers
They form when it’s not extremely cold and when the clouds are
low and wet. Because they cling together when falling, it
sometimes appears as if they are descending in great, downy
clumps. The second variety of snowflake is called a “plate”
snowflake and this formation appears almost rock-solid in compact 79
configurations with six clearly seen outer edges. They form
when it’s exceptionally cold and when clouds are elevated and
almost dry. ▲ The final type of snowflake is a combination of the
other two. It has a plate-like center with feathering arms
110 Cumulative Words at End of Line
Words Not Read in that Line
108 Total Words that Student Read
Errors (# of slash marks)
105 Rate Correct (WCPM)

16. Calculating Rate (WCPM)
EXAMPLE:
Student’s 3 Scores:
In numerical order:

17. Scoring each passage for ACCURACY
Calculate Accuracy by dividing rate by total words read
Find the median score by placing the scores in numerical order and finding the one in the middle
Write this in Rate Correct box at top of Teacher Passage.

18. Calculating Accuracy on 6-C
Rate Correct/WCPM = % Accuracy
Total Words Read
105
108 = 97% Accuracy
*Find Median Accuracy
(this may be on a different passage than the (wcpm) measure) 18

19. 92 98 97 92 97 98 Calculating Accuracy EXAMPLE: Student’s 3 Scores:
In numerical order:

20. Interpreting Scores

21. GROWTH GOAL 5 MORE WORDS CORRECT PER MINUTE! SO 80 words average…
Then End of the Summer-85 word average!

22. San Diego Quick Assessment

23. Overview Assesses identification of grade level words out of context
Consists of 13 graded word lists
Identifies a students instructional level
Individually administered
Untimed
Takes approximately 5 minutes to administer

24. Rationale

25. Rationale
Weak readers tend to rely heavily on context and recognize words within connected text more easily than in isolation.
Proficient readers generally do not rely on context to decode accurately and typically perform just as well reading words in or out of context.

26. Preparing

27. You will need… Copies of Record Form (1 page)
One copy of Student Material (2 pages)
(placing this in a sheet protector for repeated use helps save on copies)
Blank paper to cover lists until they are read (reduces visual stimulation)
Pencil and clipboard for examiner use

28. Take a few minutes to review the materials you will use for this assessment.

29. Administering

30. Administering
Begin with a list two or three levels below student’s grade placement.
Use paper to cover words not being read.
Say “Next” to signal student to move paper down & read next word aloud.

31. Administering Mark errors on copy of record form.
Encourage student to attempt unfamiliar words.
Allow up to five sec. per word if needed.
Have student continue reading successive lists until they make three or more errors in one list.

32. Scoring

33. Record the highest grade level for each:
Independent = 1 or fewer errors
Instructional = 2 errors
Frustration = 3 or more errors

34. Interpreting Scores

35. What does this mean?
A student’s reading level is considered to be his instructional reading level, the highest list with at least 8 words read correctly.

36. Using Hasbrok and Tindal Chart
Use Norms Table
Find row for student’s grade
Use Grade 8 for HS
Locate appropriate column: FALL, WINTER, or SPRING
Determine PERCENTILE based on
Median Score (WCPM)
Accuracy should be above 95%

37. Using Hasbrok and Tindal Chart
SCORING INTERPRETATION I EXAMPLE: 9th grader Traditional calendar school Median Score: 96 WCPM < 10 th Percentile
Look in row for Grade 8.
Look in column for SPRING.

38. Practicing

39. MASI-R Oral Reading Fluency Measures
PRACTICE
Get copy of Teacher Passage & Directions: 6-C.
As you listen to the student read aloud, mark errors with a slash (/).
Compare with examiner’s marks.

40. Next Steps

41. Next Steps…
Depending on additional data points available and the students scores, it may be advisable to continue assessing to determine if there are underlying reading issues.
The CORE Vocabulary Screening, MASI-R Oral Reading Fluency Measure and the San Diego Quick Assessment of Reading Ability are recommended if a student scores below strategic on the MAZE.
Continue with the San Diego Quick Assessment.