Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence

Reschly, Amy L.; Busch, Todd W.; Betts, Joseph; Deno, Stanley L.; Long, Jeffrey D.

doi:10.1016/j.jsp.2009.07.001

Cited by 302 publications

(185 citation statements)

References 78 publications

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“…As school psychologists work within an RtI model to address the reading skill deficits of these at-risk students, the implementation of reading fluency interventions is essential. Given our understanding of the relationship between reading fluency and comprehension, we would expect that, as reading fluency increases, so too would reading comprehension (Reschly et al, 2009). Data from this study add support to the assertion that reading fluency is necessary yet not sufficient for comprehension.…”

Section: Implications For Practicesupporting

confidence: 57%

“…One of the reasons for the skepticism is premised on the assertion that fluency also reflects comprehension, the goal of reading. This relationship between fluency and comprehension has been established by researchers correlating R-CBM measures of reading fluency with established, norm-referenced measures of reading comprehension (e.g., Bain & Garlock, 1992;Deno, Mirkin, & Chiang, 1982;Fuchs & Deno, 1992;Fuchs, Fuchs, & Maxell, 1988;Jenkins & Jewell, 1993;Martson, 1989;Reschly, Busch, Betts, Deno, & Long, 2009;Shinn, Good, Knutson, Tilly, & Collins, 1992). Reported correlations between R-CBM and comprehension are moderate to strong, ranging from .54 to .93, and have been found to be stronger than those correlations between more typical measures of comprehension (e.g., question answering) and norm-referenced measures of comprehension.…”

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confidence: 94%

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Assessing for generalized improvements in reading comprehension by intervening to improve reading fluency

Neddenriep

Fritz

2010

Psychology in the Schools

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The relationship between reading fluency and comprehension was evaluated in five 4th-grade students. These students were identified as being at risk of not meeting yearly goals in reading fluency and comprehension based on fall benchmark assessment data. A brief intervention assessment was used to determine which intervention components would be essential to improving reading fluency across the five participants. As a result, the combination of repeated practice with performance feedback and error correction was implemented using instructional-level reading materials twice per week for 30-minute sessions with progress monitored weekly using AIMSweb measures of oral reading fluency and comprehension. Empirical, single-case designs were used to evaluate the impact of the program across these five students with assessed, generalized improvements in comprehension. Results indicated increased rate of words read correctly per minute with generalized increases in comprehension for four of five participants. Implications for practice and directions for future research are discussed. C 2010 Wiley Periodicals, Inc.As school psychologists are increasingly working within a changing model of service delivery, Response to Intervention (RtI; Brown-Chidsey & Steege, 2005), they require valid and reliable measures to assess students' progress within the curriculum and their response to changes in instruction. Curriculum-based measurement (CBM) is a valid and reliable system developed at the University of Minnesota more than 30 years ago to be part of a problem-solving approach for special educators evaluating students' progress toward Individualized Education Program (IEP) goals and objectives (Deno & Mirkin, 1977). Increasingly, school psychologists are using this measurement technology to assess general education students' proficiency in basic skill areas (e.g., reading, math, written expression, spelling) and to monitor students' progress within the curriculum. CBM is well-matched to this task as these procedures are brief, requiring 1 to 3 minutes to administer; grade appropriate, resembling the typical tasks (e.g., reading aloud) and materials (e.g., reading passages) used in instruction; repeatable, providing alternate forms of equivalent difficulty; and sensitive, reflecting small changes in performance over time (Shapiro, 2004). As school psychologists work within a problem-solving model, CBM procedures yield essential data to inform their decision making about students' growth in response to instruction (Deno, Espin, & Fuchs, 2002).CBM is described as a general outcome measure, meaning that these test procedures do not measure all aspects of a child's academic performance but serve as indicators of academic proficiency (Deno, 1985). The most frequently used and researched CBM of reading proficiency (R-CBM) assesses oral reading fluency. When R-CBM is assessed, students are asked to read aloud from grade-appropriate passages for 1 minute. Substitutions, omissions, and errors in pronunciation are noted, and the number of c...

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Section: Implications For Practicesupporting

confidence: 57%

mentioning

confidence: 94%

Assessing for generalized improvements in reading comprehension by intervening to improve reading fluency

Neddenriep

Fritz

2010

Psychology in the Schools

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“…Review studies suggest that decoding skills develop faster than comprehension skills, and consequently, FL learners have significantly larger gaps between scores on RF and reading comprehension measures compared with L1 learners (Quirk & Beam, 2012;Reschly et al, 2009). The reason why FL learners lag behind their comprehension skills can be explained by the lack of vocabulary skills (Lervå g & Aukrust, 2009) or syntactic knowledge (Shiotsu & Weir, 2007).…”

Section: Reading Fluency In a Flmentioning

confidence: 99%

The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text

Dolean¹,

Damşa²,

Pop³

2017

IJL

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Repeated reading has been successfully used to enhance reading fluency in L1, but little is known about how (and to what extent) this strategy impacts reading in foreign language classrooms. Our paper reports the results of a 5-week intervention program aimed to improve reading fluency of middle school students during their English as a foreign language classes. Four classes of sixth-graders divided in two groups received two reading treatments for the last 15 minutes of the class: choral repeated reading (CRR) and reading comprehension/vocabulary development (RC/VD). Results indicated that a short term International Journal of Linguistics ISSN 1948-5425 2017 www.macrothink.org/ijl 11 intervention program of repeated reading can lead to significant improvements of fluency only at lexical level (words in disconnected text) but not at syntactic level (words in connected text). Pedagogical implications and further research directions are addressed.

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“…Increasingly, the target scores on GOMs are being established based on their prediction of state-mandated assessments (Reschly et al 2009). What is not known is the degree to which this presents variability across states, or how this will be impacted as states move toward new collaborative state assessments such as those being developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (SBAC).…”

Section: Directions For Future Researchmentioning

confidence: 99%

Assessment: Periodic Assessment to Monitor Progress

Silberglitt¹,

Parker²,

Muyskens³

2015

Handbook of Response to Intervention

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Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence

Cited by 302 publications

References 78 publications

Assessing for generalized improvements in reading comprehension by intervening to improve reading fluency

Assessing for generalized improvements in reading comprehension by intervening to improve reading fluency

The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text

Assessment: Periodic Assessment to Monitor Progress

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