Progress Monitoring with Progress Monitoring with Curriculum Based Curriculum Based

MeasurementMeasurement

Tracey HallCAST

Oral Reading Fluency

CBM in ReadingCBM in Reading

• Oral Reading Fluency– one minute timing– individually

administered– words read correctly– also measure errors– high correlation with

reading comprehension

(students don’t read faster than they can understand what they are reading)

• Maze and cloze procedures– passage reading– words missing –

systematically– fill in or selection of

correct word– may be fluency

• Letter or sound identification

• Word Recognition

CBM in ReadingCBM in Reading Develop Measures

Administration

Scoring

Graphic Display

Analysis of Graphic Display

Error Analysis

Implications for Instruction

CBM Oral Reading FluencyCBM Oral Reading Fluency

• For students in Infant and early standard

• Student reads grade-appropriate passage for 1 minute from ORF Student copy

• Teacher marks errors of ORF Teacher copy

What is measured?What is measured?• Oral Reading Fluency (ORF) is a measure of

the number of words a student reads correctly in one minute.– Measure of reading rate and accuracy– Measure related to reading comprehension

(kids don’t read faster than they can understand what it is that they are reading)

• Specific errors are recorded to provide useful error analysis information.

• Sensitive to change achievement over time

Developing ORF MeasuresDeveloping ORF Measures• Teacher copy - numbers down right side of passage for

easy scoring • Student copy- Passage should be:

– Void of illustration– Text that is representative of curriculum(usually random selection from materials used in class:

font, passage style)

Grade Number of Words1-2 100- 1503-4 150-2006+ 250

CBM Oral Reading FluencyCBM Oral Reading Fluency• Student copy

CBM Oral Reading FluencyCBM Oral Reading Fluency

• ORF Teacher copy• Cumulative count of

words along margin allow for easy calculation of words attempted

Administration

Directions for 1-Minute Administration of Oral Reading Fluency Passages

1. Quiet setting

2. Individual administration

3. Unnumbered passage to student

4. Numbered passage for administrator

5. Stopwatch or (sweep second hand on watch)6. Say, "Start reading here." (point to the

title of the story).

Administration Directions

7. Say "begin" and start your stopwatch when the student says the first word.

8. Follow along on the examiner copy of the passage, marking the words that are read incorrectly. Use the markings for error types as best you can.

9. If a student comes to the end of a passage before the time is up, point to the beginning of the passage and say to the student, "start again."

10. At the end of one minute (60 seconds) say, "stop" and place a bracket ( ] ) after the last word read.

Administration Directions

“When I say 'begin,' start reading aloud at the top of the page. Try to read each word. If you come to a word you don't know, I'll tell it to you. Be sure to do your best reading. Do you have any questions?”

“You are going to read this story titled I Want to be Big Now out loud. This story is about a girl named June who wants to play. In order to play she thinks she needs to be big. Read this story until I say stop. If you come to a word you don't know, I'll tell it to you. Show me your best reading.”

If desired administrators may provide some background information:

thick misidentification (students decodes word incorrectly).Slash word and if possible, write word student said.

she hadsmiled

omission (student leaves out word).Circle word omitted

lefthesitation (student doesn't decode word within 3 sec.)Tell student word and mark H over the word.

mother word substitution (student uses word or similar meaning).Slash word and write word substituted.

sawhe said

reversal (student says "was" for "saw" or "said he" for "hesaid").Mark transposed part with a loop.

dogself-correct (student says dot, then self-corrects and says dog).Write SC or C over the word.

he wassad

insertion (student adds word).Mark a carat and write in word added.

Mom saidto go thereyesterday

repetition (student repeats word or phrase more than once).Underline word or phrase repeated with wavy line.

ORF Error Markings

very

n

mom

Scoring SampleScoring Sample

Ernie learned to knit one October afternoon when he was home

waiting for the scabs from his chicken pox spots to fall off. Even

though nobody could catch the chicken pox from him anymore, he

looked pretty awful. Now that he didn't itch and feel terrible, he was

bored. Ernie was so bored be couldn't wait to get back to school. He

wondered what exciting things his friends in the fourth grade and

Mrs. Crownfield, his teacher, were doing while he spent his time

waiting for scabs to fall off. When the doorbell] suddenly rang,

Ernie was glad. Even answering the door was something to do.

When Ernie looked through the peephole in the door to find out

11

24

35

48

62

73

84

95

106

118

wa-it-ing

wa-it-ing

wa-it

a

Scoring Practice

• Please listen to the “student” read the passage. Follow along, mark any errors you hear using the error marking procedures in your packet.

• We’ll check reliability when finished.

Benefits of Graphic DisplaysBenefits of Graphic Displays1. Accurate display of facts about the

behavior

2. Cumulative record - ongoing access to all data collected

3. Observe variations of behavior – cycles– relation of behavior to time– across phases of intervention

Benefits of graphic displays Benefits of graphic displays (cont.)(cont.)

4. Formative information(don’t wait for final condition to review for

statistical differences)

5. Display relationship between dependent and independent variable

6. Screen out weak variables in favor of robust intervention

Benefits of graphic displaysBenefits of graphic displays (cont.)

7. allow for individual interpretation graph provides direct access to original data

8. actual source of feedback for subject

9. subject may graph own behavior