CBM: Oral Reading Fluency

1. CBM: Oral Reading Fluency

2. http://www.nichd.nih.gov/publications/nrppubskey.cfm

3. NRP Conclusions Regarding Importance of Oral Reading Fluency: “An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3

4. CBM Reading Probes: Preparation

5. CBM Reading Assessment: Preparation • Decide on ‘measurement pool’ (e.g., basal reading series, literature selections sorted according to readability) • Prepare examiner and student copies of passages • Select passages randomly from larger library when administering to student

6. CBM Reading Measurement Pool: Silver Burdett & Ginn (1989) Book 2: Out Came the Sun…..Grade 1 Book 1: All Through the Town.Grade 1 Book 3: Morning Bells….……..Grade 1 Book 4: Make A Wish…………Grade 1 Book 5: A New Day……………Grade 1 Book 6: Garden Gates………..Grade 2 Book 7: Going Places…………Grade 2 Book 8: Castles of Sand………Grade 3 Book 9: On the Horizon……….Grade 3 Book 10: Silver Secrets……….Grade 4 Book 11: Dream Chasers……..Grade 5 Book 12: Wind by the Sea…….Grade 6

7. CBM Reading Probes: Example

8. CBM Reading Probes: Administration

9. CBM Reading Probes: Administration Materials needed: • 3 passages selected at random from probe collection • Stopwatch • Pen or marker • Quiet, non-distracting location

10. CBM Reading Assessment: Administration • Sit at table next to or across from student • Read off standardized directions • Start stopwatch after (a) student reads first word, or (b) examiner provides first word

11. CBM Reading Assessment: Administration • Supply correct word if student hesitates for longer than 3 seconds • Mark errors on examiner passage • Mark student stopping point in passage (“]”) at end of 60 seconds • Tell student to stop reading

12. CBM Reading Probes: Scoring

13. CBM Reading Assessment: Scoring Words are counted as correct if . . . • the student repeats a correctly read word • the student self-corrects within 3 seconds • variant pronunciation of a word is due to dialectical differences or speech articulation issues

14. CBM Reading Assessment: Scoring Words are counted as incorrect if they are. . . • mispronunciations • substitutions (e.g., home for house) • omissions • hesitations of greater than 3 seconds • word transpositions

15. CBM Reading Assessment: Scoring Words read aloud are ignored if. . . • the student inserts them into the text

16. CBM Reading Assessment: Computing Correctly Read Words Number of correctly read words (CRW) is calculated by: • subtracting number of errors (E) from • total read words (TRW) during timed minute --words read up to end bracket in passage

17. CBM Reading Assessment: Computing Correctly Read Words • TRW=74 • Errors=5 • CRW=69

18. CBM Reading Probe 1

19. Franklin Jones Mrs. Larrossa 3-2 M,Th 1-2:30 CBM Reading Assessment: Recording Scores Lvl 4-1 Probe 1,2,3 9/23 4 49 45 92%

20. Student Record Form: CBM: Oral Reading FluencyPage 1

21. Table 1: Reading Placement Guidelines

22. Question: After administering 3 passages at the same reading level, how does the examiner decide on the best current estimate of the student’s reading level?

23. Franklin Jones Mrs. Larrossa 3-2 M,Th 1-2:30 CBM Reading Assessment: Recording Scores Lvl 4-1 Probe 1,2,3 9/23 4 49 45 92% 95% 64 3 61 42 2 40 95%

24. Creating CBM Monitoring Charts

25. Creating CBM Monitoring Charts

26. Sample Peer Tutoring Chart

27. Sample Peer Tutoring Chart

28. Charting Example: Jared M. Background. Your Teacher Support Team has completed a CBM survey-level screening in reading for Jared M., a 4th grader. According to his teacher, Jared reads at the beginning 2nd-grade level. An initial TST meeting is held on Monday, January 20th. At that meeting, an intervention is designed … Your team schedules a follow-up TST meeting for Monday, March 10th, about six instructional weeks from the date of the initial meeting.

29. 3 10 1 27 1 20 1 13 3 3 2 10 2 3 3 17 3 24 3 31 4 7 4 14 2 24 4 18 2 7 2 14 1 31 2 28 3 7 4 4 3 21 1 24 3 28 1 17 4 11 3 14 74 72 Baseline Reading Rate=72 67 Jared: Chart Baseline Data & Select ‘Baseline Rdng Rate’

30. 3 17 1 20 1 27 1 13 4 14 2 10 2 3 3 3 3 10 3 24 3 31 4 7 2 24 4 11 2 28 2 7 2 14 1 31 3 7 4 18 3 14 3 21 3 28 1 17 4 4 1 24 Jared: Intervention Phase 1: Weeks 1-6 X X F 3/7 82 CRW Th 2/27 79 CRW W 1/29 77 CRW Th 2/13 75 CRW M 2/3 75 CRW W 1/22 71 CRW