As schools must meet greater demands for accountability, high-stakes testing has increased as has the need to measure student growth. One tool that has empirical evidence to support its effectiveness and validity in measuring small amounts of growth in short periods of time is curriculum-based measurement. Oral-reading fluency is a widely accepted type of curriculum-based measurement. In this study student oral-reading fluency is used as the predictor of success on the third grade Minnesota Comprehensive Assessment for reading. Oral-reading fluency was moderately correlated with Minnesota Comprehensive Assessment II reading proficiency. However, the oral-reading fluency assessment benchmarks used in this study identified all students that did not reach Minnesota Comprehensive Assessment II reading proficiency.The DIBELS ORF subtest is administered in the fall, winter, and spring to students in second and third grade. Most first ... For the oral-reading fluency assessment students were given one copy of one of three passages at a time. Students were anbsp;...
|Title||:||Need for Speed: The Relationship Between Oral Reading Fluency and the Minnesota Comprehensive Reading Assessment|
|Publisher||:||ProQuest - 2007|