Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the United States as a strong indicator of comprehension and overall reading achievement, but has several limitations including errors in administration and large standard errors of measurement. The purpose of this study is to compare scoring methods and passage…

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of…

Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain…

How much face time do students and teachers need to keep pace with expectations for learning? It is an urgent question during a pandemic that has kept many students out of school buildings for more than a year. The importance of school attendance has divided communities across the country, as they weigh the potential risks of in-person instruction…

Well-designed mathematics instruction focused on concepts and problem-solving skills associated with measurement and data analysis can build a foundational understanding for more advanced mathematics. This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics…

Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports…

This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework. Furthermore, this study builds on existing literature by…

This comprehensive evaluation of the Dynamic Indicators of Basic Early Literacy Skills Sixth Edition (DIBELS6) set of measures gives a practical illustration of signal detection methods, the methods used to determine the value of screening and diagnostic systems, and offers an updated set of cut scores (decision thresholds). Data were drawn from a…

The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English…

Purpose: This pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia. Method: A single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week…

The reading growth of 1,422 second- and third-grade students in special education was examined in the context of schools with 1 and 3 years of experience with Oregon Reading First. Findings suggested that (a) experience with Reading First was associated with greater student reading growth regardless of special education status, (b) students in…

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

A vertical scale, in principle, provides a common metric across tests with differing difficulties (e.g., spanning multiple grades) so that statements of "absolute" growth can be made. This paper compares 16 states' 2007-2008 effect size growth trends on vertically scaled reading and math assessments across grades 3 to 8. Two patterns…

In this article, we examine the contribution of initial skill and slope of progress on alphabetic principle to end of first-grade reading outcomes. Initial skill and slope were measured using DIBELS Nonsense Word Fluency. Reading outcomes were measured at the end of first grade with DIBELS Oral Reading Fluency. Students in Oregon Reading First…

A theory-based approach was used to investigate the relations among Nonsense Word Fluency (NWF) initial skill status in the fall of first grade, NWF growth across the school year, and end-of-year oral reading fluency and reading comprehension (RC) skill. Hypotheses were anchored to Perfetti's verbal efficiency theory and the role of automaticity…