Progress Monitoring with Curriculum Based Measurement

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Progress Monitoring with Curriculum Based
Measurement

• Oral Reading Fluency

Tracey HallCAST
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CBM in Reading

• Oral Reading Fluency
• one minute timing
• individually administered
• words read correctly
• also measure errors
• high correlation with reading comprehension
• (students dont 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

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CBM in Reading

• ? Develop Measures
• ? Administration
• ? Scoring
• ? Graphic Display
• ? Analysis of Graphic Display
• ? Error Analysis
• ? Implications for Instruction

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CBM 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

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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 dont 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

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Developing 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)

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CBM Oral Reading Fluency

• Student copy

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CBM Oral Reading Fluency

• ORF Teacher copy
• Cumulative count of words along margin allow for
  easy calculation of words attempted

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AdministrationDirections 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).

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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.

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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?
If desired administrators may provide some
background information
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.
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ORF Error Markings
n
mom
very
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Scoring Sample
wa-it-ing
wa-it
a
wa-it-ing
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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.
• Well check reliability when finished.

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Benefits of Graphic Displays

• 1. 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

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Benefits of graphic displays (cont.)

• 4. Formative information
• (dont 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

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Benefits 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