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Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers
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T
eachers have long known that having students cy, see Shinn (1989).
learn to process written text fluently, with ap- WCPM has been shown, in both theoretical
propriate rate, accuracy, and expression— and empirical research, to serve as an accurate and
making reading sound like language (Stahl & Kuhn, powerful indicator of overall reading competence,
2002)—is important in the overall development of especially in its strong correlation with compre-
proficient reading. However, the fundamental link hension. The validity and reliability of these two
between reading fluency and comprehension, espe- measures have been well established in a body of
cially in students who struggle with reading, may research extending over the past 25 years (Fuchs,
have been new news to some teachers (Pikulski & Fuchs, Hosp, & Jenkins, 2001; Shinn, 1998). The
Chard, 2005). Following the publication of the relationship between ORF and comprehension has
National Reading Panel report (National Institute of been found to be stronger with elementary and jun-
Child Health and Human Development, 2000), ior high students than with older individuals (Fuchs
many teachers and reading specialists are now fo- et al., 2001).
cusing significant attention on developing their stu-
dents’ fluency skills.
National norms for oral reading
Curriculum-based measurement and fluency performance
oral reading fluency National ORF norms: 1992
Educators looking for a way to assess students’ In 1992 we published an article that contained
reading fluency have at times turned to curriculum- a table of ORF norms that reported percentile
based measurement (CBM). CBM is a set of stan- scores for students in grades 2–5 at three times
dardized and well-researched procedures for (fall, winter, and spring) for each grade. These per-
assessing and monitoring students’ progress in formance norms were created by compiling data
reading, math, spelling, and writing (Fuchs & from eight geographically and demographically di-
Deno, 1991; Shinn, 1989, 1998; Tindal & Marston, verse school districts in the United States. These
1990). One widely used CBM procedure is the as- districts all had used standardized CBM procedures
sessment of oral reading fluency (ORF), which fo- to collect their ORF data. There were several limi-
cuses on two of the three components of fluency: tations to the original 1992 ORF norms. For ex-
rate and accuracy. A teacher listens to a student ample, they contained scores only for grades 2–5.
read aloud from an unpracticed passage for one In addition, the data obtained in that original study
Oral reading fluency norms: A valuable assessment tool for reading teachers 637
purposes: screening, diagnostic, progress monitor- structional or placement decisions about their own
ing, and outcome (Kame’enui, 2002). students, teachers must be certain to follow the
CBM procedures carefully to collect ORF scores.
• Screening measures: Brief assessments that
focus on critical reading skills that predict fu-
ture reading growth and development, con-
ducted at the beginning of the school year to ORF norms for screening decisions
identify children likely to need extra or alter-
native forms of instruction. Rationale and support for screening
• Diagnostic measures: Assessments conducted reading
at any time during the school year when a Screening measures help a teacher quickly iden-
more in-depth analysis of a student’s strengths tify which students are likely “on track” to achieve
and needs is necessary to guide instructional future success in overall reading competence and
decisions. which ones may need extra assistance. Screening
measures are commonly developed from research
• Progress-monitoring measures: Assessments
examining the capacity of an assessment to predict
conducted at a minimum of three times a year
future, complex performance based on a current,
or on a routine basis (e.g., weekly, monthly,
simple measure of performance. These assessments
or quarterly) using comparable and multiple
are designed to be time efficient to minimize the im-
test forms to (a) estimate rates of reading im-
pact on instructional time. Research has clearly indi-
provement, (b) identify students who are not cated the critical need to provide high-quality,
demonstrating adequate progress and may re- intensive instructional interventions to students at
quire additional or different forms of instruc- risk for reading difficulty as soon as possible (Snow,
tion, and (c) evaluate the effectiveness of Burns, & Griffin, 1998). Increasingly, teachers are
different forms of instruction for struggling being required to administer screening measures to
readers and provide direction for developing every student, especially those in kindergarten
more effective instructional programs for through grade 3, because of the potential to prevent
those challenged learners. future reading difficulties by early identification and
• Outcome measures: Assessments for the through instructional intervention.
purpose of determining whether students Assessments that measure a student’s accuracy
achieved grade-level performance or demon- and speed in performing a skill have long been stud-
strated improvement. ied by researchers. Such fluency-based assessments
have been proven to be efficient, reliable, and valid
The role of ORF in reading assessment indicators of reading proficiency when used as
Fuchs et al. (2001) have suggested that ORF screening measures (Fuchs et al., 2001; Good,
assessments can play a role in screening and Simmons, & Kame’enui, 2001). Researchers have
progress monitoring. Some initial research by Hosp cited a variety of studies that have documented the
and Fuchs (2005) also provides support for the use ability of these simple and quick measures to accu-
of traditional CBM measures as a way of diagnos- rately identify individual differences in overall read-
ing difficulties in reading subskills. Having cur- ing competence.
rent norms available can help guide teachers in
using ORF assessment results to make key instruc- Concerns about fluency measures as
tional decisions for screening, diagnosis, and screening tools
progress monitoring. Some educators have expressed apprehension
The ORF norms presented in Table 1 provide about the use of a very short measure of what may
scores for students in grades 1–8 for three differ- appear as a single, isolated reading skill to make a
ent time periods across a school year. For each determination about a student’s proficiency in the
grade level, scores are presented for five different highly complex set of processes involved in the task
percentile rankings: 90th, 75th, 50th, 25th, and of reading (Hamilton & Shinn, 2003). Although
10th. In order to use these norms for making in- this concern is understandable, it is important to
Oral reading fluency norms: A valuable assessment tool for reading teachers 639
recognize that when fluency-based reading meas- several uncontrollable factors. These consist of a
ures are used for screening decisions, the results student’s familiarity or interest in the content of the
are not meant to provide a full profile of a student’s passages, a lack of precision in the timing of the
overall reading skill level. These measures serve as passage, or mistakes made in calculating the final
a powerful gauge of proficiency, strongly support- score due to unnoticed student errors. Both human
ed by a convergence of findings from decades of error and measurement error are involved in every
theoretical and empirical research (Fuchs et al., assessment. Scores from fluency-based screening
2001; Hosp & Fuchs, 2005). The result of any measures must be considered as a performance in-
screening measure must be viewed as one single dicator rather than a definitive cut point (Francis
piece of valuable information to be considered et al., 2005).
when making important decisions about a student,
such as placement in an instructional program or Using ORF norms for screening decisions
possible referral for academic assistance. Having students read for one minute in an un-
practiced grade-level passage yields a rate and ac-
ORF as a “thermometer” curacy score that can be compared to the new ORF
Perhaps a helpful way to explain how teachers norms. This method of screening is typically used
can use a student’s WCPM score as a screening tool no earlier than the middle of first grade, as stu-
would be to provide an analogy. A fluency-based dents’ ability to read text is often not adequately de-
screener can be viewed as similar to the temperature veloped until that time. Other fluency-based
reading that a physician obtains from a thermome- screening measures have been created for younger
ter when assisting a patient. A thermometer—like students who are still developing text-reading skills
a fluency-based measure—is recognized as a tool (Edformation, 2004; Kaminski & Good, 1998;
that provides valid (relevant, useful, and important) Read Naturally, 2002). The ORF norms presented
and reliable (accurate) information very quickly. in this article start in the winter of first grade and
However, as important as a temperature reading is extend up to the spring of eighth grade.
to a physician, it is only a single indicator of gener-
al health or illness. Interpreting screening scores using the ORF
A temperature of 98.6 degrees would not result norms: Grade 1. Research by Good, Simmons,
in your physician pronouncing you “well” if you Kame’enui, Kaminski, & Wallin (2002) found that
have torn a ligament or have recurring headaches. On first-grade students who are reading 40 or more
the other hand, if the thermometer reads 103 degrees, WCPM on unpracticed text passages are by the end
the physician is not going to rush you to surgery to of the year at low risk of future reading difficulty,
have your gall bladder removed. Body temperature while students below 40 WCPM are at some risk,
provides an efficient and accurate way for a doctor and students reading below 20 WCPM are at high
to gauge a patient’s overall health, but it cannot fully risk of failure. We recommend following these
diagnose the cause of the concern. Fluency-based guidelines for interpreting first-grade scores.
screening measures can be valuable tools for teachers
to use in the same way that a physician uses a Interpreting screening scores using the ORF
thermometer—as one reasonably dependable indica- norms: Grades 2–8. To determine if a student may
tor of student’s academic “health” or “illness.” be having difficulties with reading, the teacher
No assessment is perfect, and screening meas- compares the student’s WCPM score to the scores
ures may well exemplify the type of measures from that student’s grade level at the closest time
sometimes referred to by education professionals period: fall, winter, or spring. On the basis of our
as “quick and dirty.” Screening measures are de- field experiences with interpreting ORF screening
signed to be administered in a short period of time scores, we recommend that a score falling within
(“quick”), and will at times over- or underidentify 10 words above or below the 50th percentile should
students as needing assistance (“dirty”). While be interpreted as within the normal, expected, and
WCPM has been found to be a stable performance appropriate range for a student at that grade level at
score, some variance can be expected due to that time of year, at least for students in grades 2–8.
Oral reading fluency norms: A valuable assessment tool for reading teachers 641
predictors of reading success. For these students, widely used by teachers (Hasbrouck et al., 1999).
progress monitoring may take the form of simply With the increased awareness of the importance of
repeating the same procedures used in the fall for preventing reading difficulties and providing inten-
screening. Students read aloud from an unpracticed sive intervention as soon as a concern is noted, this
passage at their grade level, and the resulting will likely change. Using fluency norms to set ap-
WCPM score is compared to the ORF norms for propriate goals for student improvement and to
the most appropriate comparison time period—fall, measure progress toward those goals is a powerful
winter, or spring. If a student’s WCPM score is and efficient way for educators to make well-
within plus or minus 10 WCPM of the 50th per- informed and timely decisions about the instruc-
centile on the ORF table, or is more than 10 tional needs of their students, particularly the
WCPM above the 50th percentile, we recommend lowest performing, struggling readers. (For more
that the student be considered as making adequate resources for progress monitoring, see the website
progress in reading (unless there are other indica- of the National Center on Student Progress
tors that would raise concern). Monitoring at www.studentprogress.org.)
Oral reading fluency norms: A valuable assessment tool for reading teachers 643
National Institute of Child Health and Human Development. Read Naturally. (2002). Reading fluency monitor. Minneapolis:
(2000). Report of the National Reading Panel. Teaching Author.
children to read: An evidence-based assessment of the sci- Shinn, M.R. (Ed.). (1989). Curriculum-based measurement:
entific research literature on reading and its implications Assessing special children. New York: Guilford.
for reading instruction (NIH Publication No. 00–4769). Shinn, M.R. (Ed.). (1998). Advanced applications of curricu-
Washington, DC: U.S. Government Printing Office. lum-based measurement. New York: Guilford.
No Child Left Behind Act of 2001, Pub. L. No. 107–110, 115 Stat. Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing
1425 (2002).
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Osborn, J., & Lehr, F. (2004). A focus on fluency. Honolulu,
National Academy Press.
HI: Pacific Resources for Education and Learning.
Stahl, S.A., & Kuhn, M.R. (2002). Making it sound like lan-
Partnership for Reading. (2001). Put reading first: The re-
search building blocks for teaching children to read. guage: Developing fluency. The Reading Teacher, 55,
Washington, DC: National Institute for Literacy. 582–584.
Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between Texas Education Agency. (2004). Texas primary reading
decoding and comprehension. The Reading Teacher, 58, inventory—TPRI. Retrieved May 19, 2005, from http://
510–519. www.tpri.org
Rasinski, T.V. (2004) Assessing reading fluency. Honolulu, Tindal, G., & Marston, D. (1990). Classroom-based assess-
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