Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts…

This study investigated associations between school-readiness patterns of Latino students and their subsequent academic achievement. After identifying a subgroup of students with academic risk at kindergarten entry who showed signs of later average or better academic skill development, academic data were gathered to explore how this group of…

This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free…

Research and policy have established that data are necessary to guide decisions within education. Many of these decisions are made within problem solving and response to intervention frameworks for service delivery. Curriculum-Based Measurement in Reading (CBM-R) is a widely used data collection procedure within those models of service delivery.…

Curriculum-Based Measurement of Oral Reading (CBM-R) is used to collect time series data, estimate the rate of student achievement, and evaluate program effectiveness. A series of 5 studies were carried out to evaluate the validity, reliability, precision, and diagnostic accuracy of progress monitoring across a variety of progress monitoring…

Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

Examines the utility of brief teaching probes as an assessment for students referred due to poor academic performance. Reading-decoding skills as assessed by students' oral reading rate on probes containing letters, words, or prose were examined. Ten of the 12 assessments identified one or both interventions as promising, based on a 20% or greater…

Discusses the necessity for incorporating instruction in reading, content vocabulary, and organizational skills in a science curriculum. (Author/RK)

A study examined the effect of whole language philosophy as compared to a more traditional reading program on children's reading comprehension scores. The study included a review of current research indicating the importance of teachers stating the topic prior to reading as well as the importance of students' oral reading ability to assess reading…

Investigated whether a correlation exists between a nonnative English speaker's reading proficiency in English and the use of native-English-like pausing in reading aloud. Results indicate a statistically significant although moderate correlation between students' reading test scores and their native-like use of pausing in reading aloud. (38…

This investigation compared the acceptability of three methods for assessing reading (i.e., norm-referenced assessment, curriculum-based assessment, brief experimental analysis), and explored how a new assessment methodology can gain acceptance as a useful and appropriate approach. Given that brief experimental analysis is a relatively new…

Despite a body of evidence that curriculum-based measurement of reading (R-CBM) is a valid measure of general reading achievement, some school-based professionals remain unconvinced. At the core of their argument is their experience with word callers, students who purportedly can read fluently, but do not understand what they read. No studies have…