In 1992, the authors collaborated to develop a set of norms for oral reading fluency for grades 2–5. Since then, interest in and awareness of fluency has greatly increased, and Hasbrouck and Tindal have collaborated further to compile an updated and expanded set of norms for grades 1–8. This article discusses the application of these norms to three important assessment activities related to improving students' reading achievement: Screening students for possible reading problems Diagnosing deficits in students' fluency Monitoring the progress of students receiving supplementary instruction or intensive intervention in reading An overview of the history and purpose for developing measures of oral reading fluency is also presented.

This research investigates the relative importance of vocabulary and oral reading fluency as measurement dimensions of reading comprehension as the student passes from elementary to high school. Invariance of this model over grades 4 through 8 is tested using two independent student samples reading grade‐level appropriate passages. Results from structural equation modeling indicate that the model is not invariant across grade levels. Vocabulary knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level. While significant, fluency effects diminish over grades, especially in the later grades. Lack of grade level invariance was obtained with both samples. Results are discussed in light of vertically linked reading assessments, adequate yearly progress, and instruction.

No abstract

No abstract

This study used eight methods to objectively score 6-minute writing samples from students in compensatory and specialized educational programs. Each sample was also evaluated subjectively by four trained judges, using a holistic judgment of communicative effectiveness. Direct counts were made of the number of words: (a) written, (b) written legibly, (c) spelled correctly, (d) written in correct sequence, and (e) written in continuous correct sequences (averaged over sequences). Secondary calculations produced the percentage of words: (a) written legibly, (b) spelled correctly, and (c) written in correct sequence. In both a cluster analysis and factor analysis of the eight measures, two factors were identified, with the first four measures clustering together (representing a production-dependent factor) and the latter four measures clustering together (reflecting a production-independent factor). Regression of holistic ratings on objective scores produced moderately strong results for two production-independent indices—percentage of words correctly spelled and percentage of words correctly sequenced. The production-independent factor scores were much stronger predictors of holistic ratings than were production factor scores, but were weaker than each of the two strongest individual predictors.