Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8

Baker, Doris Luft; Biancarosa, Gina; Park, Bitnara Jasmine; Bousselot, Tracy; Smith, Jean-Louise; Baker, Scott K.; Kameenui, Edward J.; Alonzo, Julie; Tindal, Gerald

doi:10.1007/s11145-014-9505-4

Cited by 57 publications

(32 citation statements)

References 36 publications

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“…Although previous studies have documented strong bivariate correlations between ORF and reading comprehension for students beyond the early elementary grades, findings also suggest a decline in the strength of the association between ORF and reading comprehension as students move beyond grade 3 (Baker et al, 2015; Barth et al, 2012; Espin & Foegen, 1996; Espin, Wallace, Lembke, Campbell, & Long, 2010; Ticha, Espin, & Wayman, 2009; Yovanoff et al, 2005). Studies show that measures of language skills, such as vocabulary and maze tasks, are more predictive than ORF for comprehension in older students (Denton et al, 2011; Espin & Foegen, 1996; Shapiro, Solari, & Petscher, 2008; Stevenson, 2015; Yovanoff et al, 2005).…”

Section: What Does Orf Measure?contrasting

confidence: 56%

“…The small R -squares across the models suggest that ORF does not explain much of the variance in reading comprehension outcomes for these upper elementary struggling readers. This finding is in line with prior research demonstrating that a combination of fluency, vocabulary, and comprehension measures leads to higher predictive accuracy of reading comprehension problems for students in upper grades than solely relying on ORF (e.g.,Baker et al, 2015; Nese, Park, Alonzo, & Tindal, 2011; Yavanoof et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…This decision was based on research that shows that different forms lead to inaccurate estimates of student growth due to difficulty differences among alternate forms (Francis et al, 2008). Research also shows that a single passage is as predictive of reading comprehension for older students as the mean or median from three passages (Baker et al, 2015); therefore, we administered a single passage at each progress-monitoring time point. Due to relatively small growth in ORF for older students (e.g., Vaughn & Fletcher, 2010), we assessed students on a bimonthly schedule.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

2017

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Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers (n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students’ reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students’ reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose post-test performance was at the upper quantiles at the end of the reading intervention but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.

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Section: What Does Orf Measure?contrasting

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

2017

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“…Otros investigadores confirman que la falta de fluidez lectora impide que muchos estudiantes accedan a un nivel superior (Castejón, González-Pumariega, y Cuetos, 2011;Cuetos, 2009;Etxebarria, Gaminde, Romero e Iglesias, 2016;Fuchs, Fuchs, Hosp y Jenkins, 2009;Guthrie, Klauda y Ho, 2013;Kuhn, Schwanenflugel, Meisinger, Levy y Rasinski, 2010;Wolf y KatzirCohen, 2001) incluso en el nivel de secundaria (Baker et al, 2014;Paige, Rasinski, MagpuriLavell, y Smith, 2014;Rasinski et al, 2005Rasinski et al, , 2016.…”

Section: Introductionunclassified

Explorando la relación entre fluidez lectora y competencia lectora en Educación Secundaria

Amiama-Espaillat

Ruíz

2018

Ocnos

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Un nivel adecuado de competencia lectora es esencial para ejercer los derechos fundamentales en la sociedad de la información hiperconectada del siglo XXI. La fluidez lectora es uno de los componentes que influye en la comprensión lectora. En este artículo se explora la relación entre la fluidez lectora y la competencia lectora, además de que aporta un instrumento confiable para su medición en el nivel secundario. La investigación es descriptiva–correlacional. La muestra estuvo compuesta por 382 estudiantes de cuarto de Educación Secundaria, a los que se les aplicaron dos instrumentos: CoLeP, basado en los textos liberados de PISA y la Escala de Fluidez Lectora adaptada para el nivel secundario. Los resultados establecen una relación positiva, aunque débil, entre la fluidez y la competencia lectora. La relación no es unidireccional. Por otro lado, se considera que la fluidez lectora es un componente esencial por sí misma, independientemente de su nivel de relación con la comprensión y, por tanto, debe considerarse en los procesos de enseñanza, aún en el nivel secundario.

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“…Reading fluency is a common target of intervention and progress monitoring in RtI based on the importance of automaticity in cognitive processing theories of reading comprehension (LaBerge & Samuels, ) and due to its relationship with generalized reading outcomes (Baker et al, ; L. S. Fuchs, Fuchs, Hosp, & Jenkins, ). Numerous studies have tested interventions designed to increase reading fluency, and the Chard, Vaughn, and Tyler () synthesis of the literature suggests that effective reading fluency interventions include repeated readings (RR) in which a short passage is reread until a fluency criterion is met (Samuels, ) or a specific number of readings are completed; modeling procedures, in which the reader follows along silently while a more skilled reader reads the passage aloud (i.e., listening passage preview [LPP]; Rose & Sherry, ); and corrective feedback involving student practice of words read incorrectly.…”

mentioning

confidence: 99%

Parent‐implemented reading interventions within a response to intervention framework

Zhou

Dufrene

Mercer

et al. 2019

Psychology in the Schools

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This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework.

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Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8

Cited by 57 publications

References 36 publications

Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

Explorando la relación entre fluidez lectora y competencia lectora en Educación Secundaria

Parent‐implemented reading interventions within a response to intervention framework

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