The purpose of this research brief is to present results from a study investigating the relation between word reading fluency (both initial level and fall-winter gain scores), passage reading fluency, and reading comprehension. Word reading fluency data were collected in the fall and winter; outcome measures were administered in the spring of…

In this technical report, we present the results of a reliability study of the second-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Oregon. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 2,000 students per grade, randomly split into two groups of…

Much of the literature on reading development focuses on measures of early literacy skills (e.g., phonological awareness, phonics, fluency). Elementary educators interested in improving students' skills in these areas can draw on a wealth of research studies. However, many studies of early literacy skills have not addressed comprehension,…

This report summarizes the spring 2003, seventh-grade reading achievement data from five different schools in an urban school district in a mid-sized city in the Pacific Northwest. The original data set contained 358 students, but 96 students were removed from the data set prior to analysis because they had no scores in any of the dependent…

This technical report provides data on the extent to which progress monitoring measures explain reading achievement. The four progress monitoring measures discussed are: letter sounding, phonemic segmentation, oral reading fluency, and comprehension given in either oral or written form. These measures were administered to first grade students in…

The No Child Left Behind Act of 2001 has increased the role of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by poverty,…