Transcript Chapter 9: Fluency Assessment

“Fluency assessment consists of
listening to
students read aloud and collecting information about
their oral reading accuracy, rate, and prosody.” (Page
328).
 Assessments should be…
 reliable
 consistent scores
 valid
 meaningful source of data
 efficient in administration, scoring, and
interpretation
 quick and easy
Oral Reading Fluency (ORF)
 measured by curriculum-based measurement (CBM)
 identifies students who are at risk for reading failure
 identifies which students are not progressing
 identifies students’ instructional level
 identifies students who need additional evaluation and instruction
 Assessing ORF using CMB
 time students for one-minute
 students read an unpracticed, grade-level reading passage
 teacher follows along on his/her own copy of the passage
 stop assessing when the minute is over
 number of words read – errors = ORF score

 ORF score is words correct per minute (WCPM)
ORF Norms
 The national norms are based from numerous one-minute timings
that students read out loud at their grade level.
 Referencing the norms can give you a good indication on whether a
student is performing where he/she should be.
 The norms give scores from First Grade to Eighth Grade as well as from
Fall, Winter, and Spring.
 From the data collected, you can determine what percentile your
student is reading at when compared nationally. The percentile scores
are 10, 25, 50, 70, and 90.
 The Oral Reading Fluency Norms can be found on Page 331.
 Weekly Growth Rates
 As students development throughout the year, their reading should as
well. Below are the weekly growth rates for ORF CBM: WCPM that are
found on Page 332.
 Grade 1: 2 to 3 words
 Grade 2: 1.5 to 2 words
 Grade 3: 1 to 1.5 words
 Grade 4: 0.85 to 1.1. words
 Grade 5: 0.5 to 0.8 words
 Grade 6: 0.3 to 0.65 words


MAZE CBM
 Since comprehension depends more on content knowledge and vocabulary
in the older grades, the MAZE assessment might be more essential in data
collection.
 MAZE is a passage at grade level in which every seventh word is missing.
 The student is required to choose a word that best fits in the sentence.
 This assessment is done independently and administered for two minutes.
 This assessment is available from Fourth Grade and above.
Prosody Reading
 Prosody reading is difficult to assess since it is based on the assessor’s
judgment.
 This can be assessed by using a rating scale or rubric.
 The Prosody Assessment Rating Scale can be found on Page 334.

I have this data collected; now what?
 If you find that a student is not progressing in reading like he/she should,
teachers need to gather more information in detail to determine what the
weakness area is.
 Common causes for dysfluency are…

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phonemic awareness
decoding
language syntax
vocabulary
content knowledge
 A child’s accuracy speed might occur because…
 he/she is too concerned with accuracy so they slow down.
 they are reading so fast that they are making mistakes
 A possible cause for dysfluency checklist can be found on Page 335.
Fluency assessment is essential because is gives educators a
good estimate of students’ reading level as well as their
comprehension.
 The data collected from CBMs can lead to necessary
instructional decisions that will benefit the student and his/her
success.
ORF assessments can be helpful to find…
 students’ instructional groupings
 monitor students’ progress
 identify students who are not making progress in reading
Research findings and suggested reading can be located on
pages 336 and 337.


Screening and Administering
 All students, except First Grade, should be assessed at the beginning of the
year or when they enter the school in order to determine what their
instructional level is.
 Students should be assessed three times throughout the academic year. This
is generally done in the Fall, Winter, and Spring.
 At each assessment, three different unpracticed, grade level reading
passages will be given to the students.
 Students who are struggling should be monitored at least once a month if
not more.

Getting reading to assess reading fluency
 Have the student sit across from you or next to your nonwriting hand.
 Inform the student they will be reading from the left to the right and then
demonstrate the sweeping motion used to begin reading the next line.
 You will begin the one minute timing when the child reads the first word.
 While the student is reading, you will mark the errors made.
 When the minute is up, make a bracket (]) after the last word read.
 If the student is in the middle of a sentence when the timer beeps, allow
the child to finish the sentence but do not count the words read after the
timer went off.
Non Errors are…(found on Page 342)
Correct pronunciations
Self-corrections
Insertions
Repetitions
Dialect or accent differences
Errors are…(found on Page 342)
Mispronunciations
Mispronunciation of a Heteronym
Omissions
Substitutions
Transpositions
Hesitations

ORF Score
 The ORF score is expressed as words correct per minute (WCPM).
 To calculate the score, use the following formula.
 Total words read – errors = ORF score (WCPM)
 After assessing the three passages and calculating the score, disregard the
highest and lowest score. The median score will give you a better indication
of how your students’ reading fluency is.
 If the student finishes the passage before the one minute is completed. Use
the following prorated formula to score your student’s fluency.
 For example, if the student were to read 150 words in 50 seconds the formula
would look like this.
 60 seconds x 150 / 50 seconds = 180 WCPM

How do I know what percentile my student is in?
 If your students’ median score is within ten points, plus or minus, of the 50th
percentile they are considered to be meeting the expectations of that
particular grade level.
 If a student score is more than ten points below the 50th percentile, he/she
needs to be further assessed to determine what the child needs to succeed.
Progress Monitoring
 It is essential to record student progress on a type of visual form.
 Graphing points on a graph gives the educator and student both a visual and
numerical breakdown of the progress being made.
 Steps to set up a graph can be located on Page 345.
 Sufficient progress can be evident if the student’s scores fall on or above the
aim line.
 Progress can also be assessed by comparing the students’ weekly rate to the
target weekly rate. When the student’s weekly rate is equal or greater, the
student is making sufficient progress.
Scores from fluency assessments can be beneficial
in the Response to
Intervention model.
 Digital graphing can be done through the Growth Calculator.
 Steps for completing the Growth Calculator can be found on pages 349 –
353.
Assessing Prosodic Reading
 You assess prosodic reading by circling any mispronunciation and words
that are stressed as well as indicating pauses in the student’s reading.
Making additional notes and comments are helpful.
 Use the Prosody Assessment Summary Form to determine the students’
score.
 Nonprosodic reading is indicated by a score of 1 or 2.
 Prosodic reading is indicated by a score of 3 or 4.
 If the student is a nonprosodic reader , use the interpretation and
instructional options chart on page 358 to establish your next steps.
Reading passages can be found within AIMSweb. AIMSweb is a benchmark
and progress monitoring system based on direct, frequent and continuous
student assessment. (http://www.aimsweb.com/).
“The ability to measure students’ levels of
achievement and monitor their
progress is key to successful fluency teacher.” –Rasinski, 2004. (Page 336).