Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency

The authors observe that for 30 years, researchers have investigated oral reading fluency as a measure of growth in reading proficiency. Yet, little research has been done with these measures in the context of progress monitoring in Tier 2 systems. The authors document teachers’ progress-monitoring decisions on type of passage (on-grade or off-grade) and how often to administer them, the use a two-level hierarchical linear model to document the effects on both intercept and slope as a function of student special education status and measurement sufficiency. Across Grades 3 to 5, teachers diagnostically document student performance with different grade-level measures and also target a group of Tier 2 students to monitor early and systematically throughout the year. This latter group starts out much lower but has a significantly different slope than those for whom progress monitoring is more diagnostic and infrequent.

Tindal, Gerald, Nese, Joseph, F. T., Stevens, Joseph J., and Alonzo, Julie. (2015). Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency. Remedial and Special Education. doi:10.1177/0741932515590234

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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