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