Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers
In 1992, the authors collaborated to develop a set of norms for oral reading fluency for grades 2–5. Since then, interest in and awareness of fluency has greatly increased, and Hasbrouck and Tindal have collaborated further to compile an updated and expanded set of norms for grades 1–8. This article...
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| Published in | The Reading teacher Vol. 59; no. 7; pp. 636 - 644 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.04.2006
International Reading Association International Reading Association, Order Department International Literacy Association |
| Subjects | |
| Online Access | Get full text |
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| Abstract | In 1992, the authors collaborated to develop a set of norms for oral reading fluency for grades 2–5. Since then, interest in and awareness of fluency has greatly increased, and Hasbrouck and Tindal have collaborated further to compile an updated and expanded set of norms for grades 1–8.
This article discusses the application of these norms to three important assessment activities related to improving students' reading achievement:
Screening students for possible reading problems
Diagnosing deficits in students' fluency
Monitoring the progress of students receiving supplementary instruction or intensive intervention in reading
An overview of the history and purpose for developing measures of oral reading fluency is also presented. |
|---|---|
| AbstractList | In 1992, the authors collaborated to develop a set of norms for oral reading fluency for grades 2-5. Since then, interest in and awareness of fluency has greatly increased, and Hasbrouck and Tindal have collaborated further to compile an updated and expanded set of norms for grades 1-8. This article discusses the application of these norms to three important assessment activities related to improving students' reading achievement: (1) Screening students for possible reading problems; (2) Diagnosing deficits in students' fluency; and (3) Monitoring the progress of students receiving supplementary instruction or intensive intervention in reading. An overview of the history and purpose for developing measures of oral reading fluency is also presented. (Contains 1 table.) In 1992, the authors collaborated to develop a set of norms for oral reading fluency for grades 2–5. Since then, interest in and awareness of fluency has greatly increased, and Hasbrouck and Tindal have collaborated further to compile an updated and expanded set of norms for grades 1–8. This article discusses the application of these norms to three important assessment activities related to improving students' reading achievement: Screening students for possible reading problems Diagnosing deficits in students' fluency Monitoring the progress of students receiving supplementary instruction or intensive intervention in reading An overview of the history and purpose for developing measures of oral reading fluency is also presented. Teachers have long known that having students learn to process written text fluently, with appropriate rate, accuracy, and expression--making reading sound like language--is important in the overall development of proficient reading. Following the publication of the National Reading Panel's National Institute of Child Health and Human Development report in 2000, many teachers and reading specialists are now focusing significant attention on developing their students' fluency skills. Here, Hasbrouck and Tindal reassess and update fluency norms in light of the findings stated in the report. |
| Audience | Elementary Education Professional Academic |
| Author | Hasbrouck, Jan Tindal, Gerald A. |
| Author_xml | – sequence: 1 givenname: Jan surname: Hasbrouck fullname: Hasbrouck, Jan – sequence: 2 givenname: Gerald A. surname: Tindal fullname: Tindal, Gerald A. |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ738041$$DView record in ERIC |
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| PublicationTitle | The Reading teacher |
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| References | Good, R.H., Simmons, D.S., Kame'enui, E.J., Kaminski, R.A.,&Wallin, J. (2002).Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade (Tech. Rep. No. 11).Eugene: University of Oregon. 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, 228-240. Stahl, S.A.,&Kuhn, M.R. (2002). Making it sound like language: Developing fluency. The Reading Teacher, 55, 582-584. National Institute of Child Health and Human Development. (2000).Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769).Washington, DC: U.S. Government Printing Office. [http:www.nichd.nih.govpublicationspubs_details.cfmfrom&pubs_id89]. Tindal, G.,&Marston, D. (1990). Classroom-based assessment: Testing for teachers. Columbus, OH: Merrill. Linn, R.L. (2000). Assessments and accountability. Educational Researcher, 29(2),4-16. Snow, C.E., M.S., Burns,&P., Griffin(Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. [http:fermat.nap.educatalog6023.html]. 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, 239-256. Osborn, J.,&Lehr, F. (2004). A focus on fluency. Honolulu, HI: Pacific Resources for Education and Learning. Hosp, M.K.,&Fuchs, L.S. (2005). Using CBM as an indicator of decoding, word reading, and comprehension: Do the relations change with grade? School Psychology Review, 34, 9-26. Ihnot, C. (1991). Read naturally. Minneapolis, MN: Read Naturally. Cassidy, J.,&Cassidy, D. (December 2004January 2005). What's hot, what's not for 2005. Reading Today, p. 1. [http:www.reading.orgpublicationsreading_todaysamplesRTY-0412-hotnot.html]. Good, R.H., III,&Kaminski, R.A.(Eds.). (2002). Dynamic indicators of basic early literacy skills(6th ed.).Eugene: University of Oregon, Institute for the Development of Educational Achievement. Read Naturally. (2002). Reading fluency monitor. Minneapolis: Author. Hudson, R.F., Lane, H.B.,&Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58, 702-714. Partnership for Reading. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: National Institute for Literacy. Shinn, M.R.(Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford. Fuchs, L.S.,&Fuchs, D. (1998). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28, 659-671. Hasbrouck, J.E.,&Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2-5. Teaching Exceptional Children, 24(3),41-44. Kame'enui, E.J.(2002, May).Final report on the analysis of reading assessment instruments for K-3. Eugene: University of Oregon, Institute for the Development of Educational Achievement. Pikulski, J.J.,&Chard, D.J. (2005). Fluency: Bridge between decoding and comprehension. The Reading Teacher, 58, 510-519. Adams, G.N.,&Brown, S. (2003). The six-minute solution. Longmont, CO: Sopris West. 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),118-126. Hiebert, E.H. (2002). QuickReads. Upper Saddle River, NJ: Modern Curriculum Press. McLaughlin, M.J.,&Thurlow, M. (2003). Educational accountability and students with disabilities: Issues and challenges. Educational Policy, 17, 431-451. Rasinski, T.V. (2004) Assessing reading fluency. Honolulu, HI: Pacific Resources for Education and Learning. Behavioral Research and Teaching. (2005).Oral reading fluency: 90 years of assessment (Tech. Rep. No. 33).Eugene: University of Oregon. Francis, D.J., Fletcher, J.M., Stuebing, K.K., Lyon, G.R., Shaywitz, B.A.,&Shaywitz, S.E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Intellectual Disabilities, 38(2),98-108. Fuchs, L.S.,&Deno, S.L. (1991). Curriculum-based measurement: Current applications and future directions. Exceptional Children, 57, 466-501. Shinn, M.R.(Ed.). (1998). Advanced applications of curriculum-based measurement. New York: Guilford. Good, R.H., Simmons, D.C.,&Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288. Kuhn, M. (20042005). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58, 338-344. 1998; 28 2000; 29 1991; 57 2002; 55 1998 2005 2003; 17 2004 2003 2002 1991 2003; 32 2002, May 2001 1990 2000 2001; 5 December 2004January 2005 1999; 14 1992; 24 2005; 38 20042005; 58 2005; 34 1989 2005; 58 Tindal G. (e_1_2_1_37_1) 1990 Ihnot C. (e_1_2_1_19_1) 1991 National Institute of Child Health and Human Development (e_1_2_1_25_1) 2000 Read Naturally (e_1_2_1_31_1) 2002 Shinn M.R. (e_1_2_1_32_1) 1989 Hiebert E.H. (e_1_2_1_16_1) 2002 e_1_2_1_23_1 e_1_2_1_24_1 Kame'enui E.J. (e_1_2_1_20_1) 2002 e_1_2_1_22_1 Snow C.E. (e_1_2_1_34_1) 1998 Behavioral Research and Teaching (e_1_2_1_3_1) 2005 Hosp M.K. (e_1_2_1_17_1) 2005; 34 e_1_2_1_26_1 e_1_2_1_29_1 Adams G.N. (e_1_2_1_2_1) 2003 Fuchs L.S. (e_1_2_1_7_1) 1991; 57 Good R.H. (e_1_2_1_12_1) 2002 Cassidy J. (e_1_2_1_4_1) 2004 Kaminski R.A. (e_1_2_1_21_1) 1998 Fuchs L.S. (e_1_2_1_8_1) 1998; 28 Stahl S.A. (e_1_2_1_35_1) 2002; 55 Partnership for Reading (e_1_2_1_28_1) 2001 Shinn M.R. (e_1_2_1_33_1) 1998 Francis D.J. (e_1_2_1_6_1) 2005; 38 e_1_2_1_5_1 e_1_2_1_13_1 Good R.H. (e_1_2_1_10_1) 2002 e_1_2_1_11_1 e_1_2_1_14_1 e_1_2_1_15_1 Rasinski T.V. (e_1_2_1_30_1) 2004 e_1_2_1_36_1 e_1_2_1_9_1 e_1_2_1_18_1 Osborn J. (e_1_2_1_27_1) 2004 |
| References_xml | – volume: 57 start-page: 466 year: 1991 end-page: 501 article-title: Curriculum‐based measurement: Current applications and future directions publication-title: Exceptional Children – volume: 17 start-page: 431 year: 2003 end-page: 451 article-title: Educational accountability and students with disabilities: Issues and challenges publication-title: Educational Policy – volume: 29 start-page: 4 issue: 2 year: 2000 end-page: 16 article-title: Assessments and accountability publication-title: Educational Researcher – year: 2005 – year: 2001 – year: 1989 – year: 2003 – year: 2000 – volume: 58 start-page: 702 year: 2005 end-page: 714 article-title: Reading fluency assessment and instruction: What, why, and how? publication-title: The Reading Teacher – volume: 28 start-page: 659 year: 1998 end-page: 671 article-title: Monitoring student progress toward the development of reading competence: A review of three forms of classroom‐based assessment publication-title: School Psychology Review – year: 1990 – volume: 14 start-page: 118 issue: 2 year: 1999 end-page: 126 article-title: One teacher's use of curriculum‐based measurement: A changed opinion publication-title: Learning Disabilities Research & Practice – year: 2002, May – year: 1998 – volume: 34 start-page: 9 year: 2005 end-page: 26 article-title: Using CBM as an indicator of decoding, word reading, and comprehension: Do the relations change with grade? publication-title: School Psychology Review – volume: 58 start-page: 510 year: 2005 end-page: 519 article-title: Fluency: Bridge between decoding and comprehension publication-title: The Reading Teacher – volume: 32 start-page: 228 year: 2003 end-page: 240 article-title: Characteristics of word callers: An investigation of the accuracy of teachers' judgments of reading comprehension and oral reading skills publication-title: School Psychology Review – volume: 5 start-page: 239 year: 2001 end-page: 256 article-title: Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis publication-title: Scientific Studies of Reading – year: 2002 – start-page: 113 year: 1998 end-page: 142 – year: 2004 – volume: 5 start-page: 257 year: 2001 end-page: 288 article-title: The importance and decision‐making utility of a continuum of fluency‐based indicators of foundational reading skills for third‐grade high‐stakes outcomes publication-title: Scientific Studies of Reading – volume: 55 start-page: 582 year: 2002 end-page: 584 article-title: Making it sound like language: Developing fluency publication-title: The Reading Teacher – start-page: 1 year: December 2004January 2005 article-title: What's hot, what's not for 2005 publication-title: Reading Today – year: 1991 – volume: 24 start-page: 41 issue: 3 year: 1992 end-page: 44 article-title: Curriculum‐based oral reading fluency norms for students in grades 2–5 publication-title: Teaching Exceptional Children – volume: 38 start-page: 98 issue: 2 year: 2005 end-page: 108 article-title: Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient publication-title: Journal of Intellectual Disabilities – volume: 58 start-page: 338 year: 20042005 end-page: 344 article-title: Helping students become accurate, expressive readers: Fluency instruction for small groups publication-title: The Reading Teacher – volume-title: Reading fluency monitor year: 2002 ident: e_1_2_1_31_1 contributor: fullname: Read Naturally – volume-title: Oral reading fluency: 90 years of assessment (Tech. 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Teaching children to read: An evidence‐based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00‐4769) year: 2000 ident: e_1_2_1_25_1 contributor: fullname: National Institute of Child Health and Human Development – volume-title: Advanced applications of curriculum‐based measurement year: 1998 ident: e_1_2_1_33_1 contributor: fullname: Shinn M.R. – ident: e_1_2_1_9_1 doi: 10.1207/S1532799XSSR0503_3 – volume: 55 start-page: 582 year: 2002 ident: e_1_2_1_35_1 article-title: Making it sound like language: Developing fluency publication-title: The Reading Teacher contributor: fullname: Stahl S.A. – ident: e_1_2_1_26_1 – volume-title: Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade (Tech. Rep. No. 11) year: 2002 ident: e_1_2_1_12_1 contributor: fullname: Good R.H. – volume-title: Assessing reading fluency year: 2004 ident: e_1_2_1_30_1 contributor: fullname: Rasinski T.V. – volume-title: The six‐minute solution year: 2003 ident: e_1_2_1_2_1 contributor: fullname: Adams G.N. – volume-title: Read naturally year: 1991 ident: e_1_2_1_19_1 contributor: fullname: Ihnot C. – volume: 34 start-page: 9 year: 2005 ident: e_1_2_1_17_1 article-title: Using CBM as an indicator of decoding, word reading, and comprehension: Do the relations change with grade? publication-title: School Psychology Review doi: 10.1080/02796015.2005.12086272 contributor: fullname: Hosp M.K. – volume-title: Dynamic indicators of basic early literacy skills year: 2002 ident: e_1_2_1_10_1 contributor: fullname: Good R.H. – ident: e_1_2_1_24_1 doi: 10.1177/0895904803254962 – volume-title: Put reading first: The research building blocks for teaching children to read year: 2001 ident: e_1_2_1_28_1 contributor: fullname: Partnership for Reading – ident: e_1_2_1_22_1 doi: 10.1598/RT.58.4.3 – volume-title: Curriculum‐based measurement: Assessing special children year: 1989 ident: e_1_2_1_32_1 contributor: fullname: Shinn M.R. – ident: e_1_2_1_11_1 doi: 10.1207/S1532799XSSR0503_4 – volume-title: Classroom‐based assessment: Testing for teachers year: 1990 ident: e_1_2_1_37_1 contributor: fullname: Tindal G. – volume: 28 start-page: 659 year: 1998 ident: e_1_2_1_8_1 article-title: Monitoring student progress toward the development of reading competence: A review of three forms of classroom‐based assessment publication-title: School Psychology Review contributor: fullname: Fuchs L.S. – volume-title: Preventing reading difficulties in young children year: 1998 ident: e_1_2_1_34_1 contributor: fullname: Snow C.E. – start-page: 1 year: 2004 ident: e_1_2_1_4_1 article-title: What's hot, what's not for 2005 publication-title: Reading Today contributor: fullname: Cassidy J. – ident: e_1_2_1_18_1 doi: 10.1598/RT.58.8.1 – ident: e_1_2_1_5_1 – ident: e_1_2_1_14_1 doi: 10.1177/004005999202400310 – volume: 38 start-page: 98 issue: 2 year: 2005 ident: e_1_2_1_6_1 article-title: Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient publication-title: Journal of Intellectual Disabilities contributor: fullname: Francis D.J. – ident: e_1_2_1_23_1 doi: 10.3102/0013189X029002004 – volume-title: QuickReads year: 2002 ident: e_1_2_1_16_1 contributor: fullname: Hiebert E.H. – ident: e_1_2_1_29_1 doi: 10.1598/RT.58.6.2 – volume-title: Final report on the analysis of reading assessment instruments for K‐3 year: 2002 ident: e_1_2_1_20_1 contributor: fullname: Kame'enui E.J. – ident: e_1_2_1_36_1 |
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| Snippet | In 1992, the authors collaborated to develop a set of norms for oral reading fluency for grades 2–5. Since then, interest in and awareness of fluency has... In 1992, the authors collaborated to develop a set of norms for oral reading fluency for grades 2-5. Since then, interest in and awareness of fluency has... Teachers have long known that having students learn to process written text fluently, with appropriate rate, accuracy, and expression--making reading sound... |
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| SubjectTerms | assessment Child Health childhood Children Cognitive development criterion Curriculum Based Assessment Diagnostic Tests early adolescence early childhood Educational aspects Educational evaluation Elementary School Students Federal Programs Fluency Grade 2 Grade levels Intervention Language acquisition Language fluency Measures (Individuals) Norms Open reading frames oral Oral Reading Oral reading fluency Reading Achievement Reading comprehension Reading Difficulties Reading Fluency Reading Improvement Reading Instruction Reading Skills Reading teachers Screening Tests Student Evaluation Student Improvement Study and teaching Teachers |
| Title | Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers |
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