Transcript Fluency Assessment - Chapter 9 Bill Cairns

Chapter 9 Fluency Assessment
Bill Cairns
“Because reading is so critical to success in and out of school and
because many students struggle with fluent reading, fluency should be
assed often. Effective fluency assessment provide information that will
guide instruction and improve student outcomes”
(Hosp, Hosp, and Howell 2007)
Fluency Assessments consists of:
Listening to students read aloud
2. Collecting information on oral reading accuracy,
rate, and prosody.
1.
Hints to successful reading
fluency assessment
• Provide reliable and consistent scores, regardless who
administers the assessment.
• Should provide valid, meaningful data for making
instructional decisions.
• Assessment should be efficient in administration,
scoring, and interpretation.
• “Should be quick and easy to use as possible, or
teachers may not find time do use them” (Tim
Rasinski, 2004)
Oral Reading Fluency (ORF)
 Curriculum-based measurement (CBM) is the most
commonly used assessment tool for measuring ORF.
 ORF is a good predicator of future reading
performance.
Value of Oral Reading FluencyCurriculum-Based Measurement
 Identify students at risk of reading failure.
 Identify students not making adequate progress with
the current given instructions.
 Identify student’s instructional level
 Indentify students who need additional diagnostic
evaluation.
Conducting an ORF CBM
Assessment
 Listen for one (1) minute as a student reads aloud from
an unpracticed, grade level passage.
 Count words read during the one minute (Rate)
 Count the number of errors the student made
(Accuracy)
 ORF is expressed as Words Correct Per Minute
(WCPM)
 ORF Score = (total words read – errors)
 Example: 84 words – 2 errors = 82 WCPM
Other ORF
 Research suggests the Maze CBM for grades 4 and
above is a more reliable predicator of future reading
performance. (Hosp et al. 2007)
 Prosodic Reading measures the expressiveness of a
students oral speech.
Maze Curriculum-Based
Measurement Sample
 Student reads silently a passage and about every
seventh word, they choose from a possible three (3)
words, the word that best fits in the sentence.
 This assessment is done independently and
administered for two minutes.
Assessment of Prosodic Reading
 Teacher listens and assesses the student’s oral reading,
and then compares it to a National assessment.
 Assessment focus is on stress, phrasing, intonation
expression, and pauses
 The Prosody Assessment Rating Scale can be found on
Page 334.
Prosodic Reading Key
Vocabulary
 Stress - How student emphasize various words.
 Phrasing - Length of pauses between phrases.
 Intonation - How student uses end-mark punctuation
to guide their voice expression.
 Expression - Does their vocal tone accurately represent
character’s mental state?
 Pauses - Does student pause for punctuations;
commas and end marks.
Setting Expectations using ORF
 ORF norms and weekly rates are good standards to use
in comparing students’ performance and measuring
progress.
 Establishing Individual Weekly Growth Rates for
students can allow parents, teachers, and students to
have a common focus for success and improvement.
Identifying Students at Risk
 Charting students goals and progress provides
teachers data to evaluate if the instruction the student
is receiving is sufficient or if it needs to be adjusted.
 How do I determine if the student is a Dysfluent
Reader?
Diagnosis of Dysfluent Reading
 Dysfluent Reading is when a student is below expected
level of reading or not making sufficient progress.
 Students deemed a Dysfluent Reader will require that
more data be collected.
 Common causes of a Dysfluent Reader are: phonemic
awareness, decoding, vocabulary language syntax, and
content knowledge.
 See Possible Causes of Dysfluency chart on Page 335.
Key Vocabulary
 Phonemic Awareness – the ability to detect, identify,
and manipulate phonemes in spoken words
 Decoding –converting a word from print to speech
 Vocabulary Language Syntax – correctly
understanding the placement and context of the
vocabulary terms used
 Content Knowledge – having enough background
knowledge to understand the text being read
Summary
 Assessing students Oral Reading Fluency provides
valuable data to support teachers in their instructional
decisions.
 Oral Reading Fluency assessments should be made
frequently and charted to give maximum support to
teachers and students.
 Listen to students read aloud and determine ORF
score.
 Focus on and chart student progress in the following
areas: Rate, Accuracy, Prosody.
 Modify instruction as needed to increase student
success.