READING FLUENCY READING FLUENCY Using Oral Fluency Norms for Key - - PowerPoint PPT Presentation

READING FLUENCY READING FLUENCY

Using Oral Fluency Norms for Key Instructional Decisions

Jan Hasbrouck, Ph.D. Jan Hasbrouck, Ph.D.

Seattle, WA

www.jhasbrouck.com

What is Reading Fluency? What is Reading Fluency?

The ability to read

• accurately
• quickly
• with expression

WHY WHY IS FLUENCY SO IMPORTANT?

• Comprehension limited by labored, inefficient

reading (working memory)

• Lack of fluency = lack of motivation = fewer

words read = smaller vocabulary = limited comprehension (self-perpetuating)

• “There is no comprehension strategy that

compensates for difficulty reading words accurately & fluently.” (Torgeson, 2003) See Pikulski & Chard (2005)

Bridge to Comprehension Bridge to Comprehension

Fluency forms the bridge between word recognition & comprehension Identifying Words Constructing Meaning FLUENCY

Measuring Reading Fluency Measuring Reading Fluency

the number of words in text read correctly correctly per minute minute (wcpm)

• r…

letters, sounds, words

Oral reading fluency errors Oral reading fluency errors

 Mispronunciation/Substitutions  Hesitations/No Attempt (3-5 seconds)  Omissions  Word reversals

NOTE but don’t count as errors:

 Self-corrections  Repetitions Dialect, speech impairments  Punctuation errors Insertions

Long research history Long research history… …

Stan Deno University of Minnesota Lynn Fuchs, Doug Fuchs, Jerry Tindal, Mark Shinn, Joe Jenkins, John Hintze, Michelle Hosp, others…

Curriculum-Based Curriculum-Based Measurement (CBM) Measurement (CBM)

♣

Reliable

♣

Valid “indicators”

♣

Production-based (not selection items)

• Mirrors real performance

♣

Quick to administer (1-5 min)

♣

Repeatable

♣

Sensitive

CURRICULUM-BASED MEASURES CURRICULUM-BASED MEASURES

Spelling Spelling: correct letter sequences Writing Writing: correct word sequences Math Math: correct digits Reading Reading: # words correct per minute

• Production-based: Oral reading
• 1:1 for 60 seconds
• Standardized procedures for scoring errors
• Count errors only; not miscue analysis
• Unpracticed reading
• Multiple measures OR standardized passage
• Grade level OR instructional level

Curriculum-Based Curriculum-Based Measurement (CBM)- Measurement (CBM)-Reading Reading

Oral Reading Fluency Norms Oral Reading Fluency Norms for Grades 1-8 for Grades 1-8

Hasbrouck & Tindal

January, 2005 http://brt.uoregon.edu/ TECHNICAL REPORTS

151 146 133 8 150 136 128 7 150 140 127 6 139 127 110 5 123 112 94 4 107 92 71 3 89 72 51 2 53 23 1 Spring

wcpm

Winter

wcpm

Fall

wcpm

Grade

Oral Reading Fluency Norms 2005 Oral Reading Fluency Norms 2005

50th percentiles

#1 #1 FINDING

FINDING students who may may

need intervention assistance in reading

#2 #2 DIAGNOSING

DIAGNOSING fluency problems

#3 #3 MONITORING PROGRESS

MONITORING PROGRESS

to determine if reading skills are improving

ROLES ROLES

FOR ORF NORMS FOR ORF NORMS

Benchmark Screening Benchmark Screening

3x Year: Fall, Winter, Spring

SCREENER

MAY NEED EXTRA ASSISTANCE LIKELY ON TRACK Further Diagnostic Assessments Begin/Continue Instruction

Approaching Level Intervention

On Level

(1) (1) Assess using fluency-based grade level materials (letters, sounds,

words, text…)

(2) (2) Use benchmark norms to interpret fluency score

Benchmark Screening Benchmark Screening procedures procedures

Concerns about Screening Concerns about Screening

How can a very short measure of a single, isolated reading skill determine proficiency in the highly complex task

• f reading?

Hamilton & Shinn, 2003

fluency used as a thermometer fluency used as a thermometer… …

QUICKLY QUICKLY provides information

• Valid (relevant, useful, & important)
• Accurate (reliable)
• Compared to benchmark

BUT BUT… body temperature only one single indicator

• f general health or illness:

Normal? 103 degrees? Fluency-based screening measures provide

• ne reasonably dependable indicator
• ne reasonably dependable indicator of a

student’s academic “health” or “illness”

Oral Reading Fluency Correlates Oral Reading Fluency Correlates Highly with Reading Comprehension Highly with Reading Comprehension

Oral Reading Fluency Question Answering Cloze Oral Recall / Retell

Measure Validity Coefficients

Fuchs, Fuchs, Hosp, & Jenkins, SSR, 2001

SCREENER

MAY NEED EXTRA ASSISTANCE LIKELY ON TRACK Further Diagnostic Assessments Begin/Continue Instruction

Approaching Level Intervention

On Level

Diagnostic Assessments Diagnostic Assessments

Identifying students as “reading disabled”, “learning disabled”, or “dyslexic” not justified by assessment or instructional research.

ASSESSING STRUGGLING ASSESSING STRUGGLING READERS READERS

National Research & Development Centre UK May, 2004

HOWEVER HOWEVER…

… Assessing reading-related SKILLS SKILLS (strengths & needs) is essential

• Unpracticed passage(s) at INSTRUCTIONAL

INSTRUCTIONAL

level (may be combined with IRI)

• Oral reading for 1 minute
• Same errors as screening assessments

DIAGNOSING DIAGNOSING FLUENCY FLUENCY PROBLEMS PROBLEMS

EXAMPLES EXAMPLES

103 – 4 = 99 WCPM 99 WCPM

3rd grader reading 3 3rd

rd grade passage Winter

4th grader reading 4th 4th grade passage Spring 5th grader reading 4th 4th grade passage Fall

Progress Monitoring in Reading Progress Monitoring in Reading 2 Forms 2 Forms

On-Level (Tier I) On-Level (Tier I)

Repeat screening assessments 3x year

Supplemental (Tier II) Supplemental (Tier II) Intervention (Tier III) Intervention (Tier III)

Curriculum-based Measurement (CBM) Weekly or 2x month

CBM Progress Monitoring CBM Progress Monitoring for Reading for Reading

words read correctly per minute (wcpm) in text or isolated

CBM Monitoring Reading Progress CBM Monitoring Reading Progress

• ral reading fluency

♣

Obtain/develop a set of equivalent probes

• Usually assess at GOAL

GOAL level

♣

Administered 1:1

• 1 minute oral reading sample

♣

Score for words correct per minute

♣

Graph results

EXAMPLE EXAMPLE

4th gr. student; 2nd gr. reading level

• 1. 2-3 passages at GOAL level (Gr. 3?)
• 2. 83, 78, 85 wcpm (median: 83; mean 82)
• 3. Determine weekly goal (2 words/wk?)
• 4. Determine goal period (10 weeks?)
• 5. # words per week (weekly goal) x # weeks; add to

mean/median score (2 X 10 + 83 ≈ 105)

• 6. Plot goal score on graph
• 7. Draw “aim line”… & begin instruction

Goals for Fluency Goals for Fluency

Grade Fuchs, et al. Realistic Goals Fuchs, et al. Ambitious Goals

1 2 words/wk 3 words/wk 2 1.5 words/wk 2.0 words/wk 3 1.0 words/wk 1.5 words/wk 4 .85 words/wk 1.1 words/wk 5 .5 words/wk .8 words/wk 6 .3 words/wk .65 words/wk

Interpreting CBM Graphs Interpreting CBM Graphs

Plot weekly or bimonthly score on the student’s graph

General Rule: General Rule:

if 3 scores fall below goal line, make an instructional change

weeks 0 2 4 6 8 10 12 14 16 18 20

WCPM

90 85 80 75 70 65 60 55 50

Brian

Barriers to Use of CBM Barriers to Use of CBM

Hasbrouck, Woldbeck, Ihnot, & Parker (1999)

• Time
• Logistics
• Fear of accountability

Ihnot’s initial reaction to using CBM:

“My job is teaching. I don’t feel I have enough time to do my job well as it is. Why should I take so much time away from teaching to assess and do even more paperwork?”

A Changed Opinion A Changed Opinion… …

After years of using CBM: “If I hadn’t been forced to use CBM I would never know what I know today, and that is that curriculum-based measurement is very, very valuable….I just can’t teach without it. That’s how much I rely on it, even though it means I have a few minutes less for teaching and a few minutes more of paperwork.”

 Easy interpretation of graphs

 Lack of progress seen immediately  Quickly determine effects of intervention

REFERENCES

• AIMS WebEdformation www.edformation.com/
• Deno, S.L. (1985). Curriculum-based

measurement: The emerging alternative. Exceptional Children, 52, 219-232.

• DIBELS (Dynamic Indicators of Basic Early

Literacy Skills). http://idea.uoregon.edu/~dibels/

• Fuchs, L., Fuchs, D., Hamlett, C., Walz, L., &

Germann, G. (1993). Formative evaluation of academic progress: How much growth? School Psychology Review, 22(1), 27-48

• Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins,
• J. R. (2001). Oral reading fluency as an indicator of

reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256

• Hamilton, C., & Shinn, M.R. (2003).

Characteristics of word callers: An investigation of the accuracy of teachers’ judgments of reading comprehension and oral reading skills. School Psychology Review, 32(2), 228-240.

• Hasbrouck, J., & Tindal, G. (2005) Oral Reading

Fluency Norms http://brt.uoregon.edu/ TECHNICAL REPORTS

• Hasbrouck, J.E., Woldbeck, T., Ihnot, C., &

Parker, R. I. (1999). One teacher’s use of curriculum-based measurement: A changed

• pinion. Learning Disabilities: Research &

Practice, 14(2), 118-126

• Intervention Central

http://www.interventioncentral.org/

• National Center on Student Progress Monitoring

http://www.studentprogress.org/

• Pikulski, J. J., & Chard, D. J. (2005). Fluency:

Bridge between decoding and comprehension. The Reading Teacher, 58. 510-519

• Shinn, M. R. (Ed.) (1989). Curriculum-Based

Measurement: Assessing Special Children. NY: Guilford.

• Shinn, M. R. (Ed.) (1998). Advanced

applications of curriculum-based measurement. NY: Guilford.

• READ NATURALLY “Reading Fluency

Monitor” www.readnaturally.com 1-800-788-4085 info@readnaturally.com

Contact Information Contact Information

Jan Hasbrouck, Ph.D. Jan Hasbrouck, Ph.D.

Educational Consultant

Seattle, WA www.jhasbrouck.com