READING FLUENCY Using Oral Fluency Norms for Key Instructional Decisions

Transcription

1 READING FLUENCY Using Oral Fluency Norms for Key Instructional Decisions Jan Hasbrouck, Ph.D. Seattle, WA

2 What is Reading Fluency? The ability to read accurately quickly with expression

3 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)

4 Bridge to Comprehension Fluency forms the bridge between word recognition & comprehension FLUENCY Identifying Words Constructing Meaning

5 Measuring Reading Fluency the number of words in text read correctly per minute (wcpm) or letters, sounds, words

6 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

7 Curriculum-Based Measurement (CBM) Long research history Stan Deno University of Minnesota Lynn Fuchs, Doug Fuchs, Jerry Tindal, Mark Shinn, Joe Jenkins, John Hintze, Michelle Hosp, others

8 CURRICULUM-BASED MEASURES Reliable Valid indicators Production-based (not selection items) Mirrors real performance Quick to administer (1-5 min) Repeatable Sensitive Spelling: correct letter sequences Writing: correct word sequences Math: correct digits Reading: # words correct per minute

9 Production-based: Oral reading 1:1 for 60 seconds Curriculum-Based Measurement (CBM)-Reading Standardized procedures for scoring errors Count errors only; not miscue analysis Unpracticed reading Multiple measures OR standardized passage Grade level OR instructional level

10 Oral Reading Fluency Norms for Grades 1-8 Hasbrouck & Tindal January, TECHNICAL REPORTS

11 Oral Reading Fluency Norms 2005 Grade Fall wcpm 50 th percentiles Winter wcpm Spring wcpm

12 ROLES FOR ORF NORMS #1 FINDING students who may #1 need intervention assistance in reading #2 DIAGNOSING fluency problems #3 MONITORING PROGRESS #3 to determine if reading skills are improving

13 Benchmark Screening 3x Year: Fall, Winter, Spring SCREENER Further Diagnostic Assessments MAY NEED EXTRA ASSISTANCE LIKELY ON TRACK Begin/Continue Instruction Approaching Level On Level Intervention

14 Benchmark Screening procedures (1) Assess using fluency-based grade level materials (letters, sounds, words, text ) (2) Use benchmark norms to interpret fluency score

15 Concerns about Screening How can a very short measure of a single, isolated reading skill determine proficiency in the highly complex task of reading? Hamilton & Shinn, 2003 fluency used as a thermometer

16 QUICKLY provides information Valid (relevant, useful, & important) Accurate (reliable) Compared to benchmark BUT body temperature only one single indicator of general health or illness: Normal? 103 degrees? Fluency-based screening measures provide one reasonably dependable indicator of a student s academic health or illness

17 Oral Reading Fluency Correlates Highly with Reading Comprehension Fuchs, Fuchs, Hosp, & Jenkins, SSR, 2001 Measure Oral Recall / Retell Validity Coefficients Cloze Question Answering Oral Reading Fluency

18 Diagnostic Assessments SCREENER Further Diagnostic Assessments MAY NEED EXTRA ASSISTANCE LIKELY ON TRACK Begin/Continue Instruction Approaching Level On Level Intervention

19 ASSESSING STRUGGLING READERS Identifying students as reading disabled, learning disabled, or dyslexic not justified by assessment or instructional research. HOWEVER HOWEVER Assessing reading-related SKILLS (strengths & needs) is essential National Research & Development Centre UK May, 2004

20 DIAGNOSING FLUENCY PROBLEMS Unpracticed passage(s) at INSTRUCTIONAL level (may be combined with IRI) Oral reading for 1 minute Same errors as screening assessments

21 EXAMPLES = 99 WCPM 3 rd grader reading 3 rd grade passage Winter 4th grader reading 4th grade passage Spring 5th grader reading 4th grade passage Fall

22 Progress Monitoring in Reading 2 Forms On-Level (Tier I) Repeat screening assessments 3x year Supplemental (Tier II) Intervention (Tier III) Curriculum-based Measurement (CBM) Weekly or 2x month

23 CBM Progress Monitoring for Reading words read correctly per minute (wcpm) in text or isolated

24 CBM Monitoring Reading Progress oral reading fluency Obtain/develop a set of equivalent probes Usually assess at GOAL level Administered 1:1 1 minute oral reading sample Score for words correct per minute Graph results

25 EXAMPLE 4 th gr. student; 2 nd gr. reading level 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 ) 6. Plot goal score on graph 7. Draw aim line & begin instruction

26 Goals for Fluency Grade Fuchs, et al. Realistic Goals Fuchs, et al. Ambitious Goals 1 2 words/wk 3 words/wk words/wk 2.0 words/wk 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

27 Interpreting CBM Graphs Plot weekly or bimonthly score on the student s graph General Rule: if 3 scores fall below goal line, make an instructional change

28 WCPM 90 Brian weeks

29 Barriers to Use of CBM Hasbrouck, Woldbeck, Ihnot, & Parker (1999) Time Logistics Fear of accountability

30 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?

31 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

32 REFERENCES AIMS WebEdformation Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, DIBELS (Dynamic Indicators of Basic Early Literacy Skills). 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

33 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), 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), Hasbrouck, J., & Tindal, G. (2005) Oral Reading Fluency Norms TECHNICAL REPORTS

34 Hasbrouck, J.E., Woldbeck, T., Ihnot, C., & Parker, R. I. (1999). One teacher s use of curriculum-based measurement: A changed opinion. Learning Disabilities: Research & Practice, 14(2), Intervention Central National Center on Student Progress Monitoring Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and comprehension. The Reading Teacher,

35 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

36 Contact Information Jan Hasbrouck, Ph.D. Educational Consultant Seattle, WA