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ERIC Number: ED549403
Record Type: Non-Journal
Publication Date: 2012
Pages: 114
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-6793-1
Passage Equivalency and Predictive Validity of Oral Reading Fluency Measures
Checca, Christopher Jason
ProQuest LLC, Ph.D. Dissertation, University of California, Riverside
The use of oral reading fluency (ORF) passages within a Response to Intervention (RTI) framework is examined. Significant limitations within the current ORF research are discussed. The passage equivalency and readability scores for DIBELS Next, AIMSweb, and a school district's curriculum's ORF passages are evaluated using Generalizability Theory and readability formulas. Multiple regression is used to analyze the contribution of ORF progress monitoring passages for predicting the California Standards Test (CST). The optimal number of ORF passages to administer is also examined. Participants consisted of third and fifth grade students from an urban school district in Southern California. Results indicate that readability formulas provide wide range of scores for individual passages but rank sets of passages fairly equally. Results also indicate that ORF passages have high levels of reliability and variance attributable to student skill. Finally, results also indicate that the addition of progress monitoring did not increase the predictive validity of the CSTs. The implications, limitations, and future direction of research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)