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ERIC Number: EJ1043640
Record Type: Journal
Publication Date: 2014-Dec
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1534-5084
The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance
Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.; Denton, Carolyn A.; Vaughn, Sharon; Francis, David
Assessment for Effective Intervention, v40 n1 p53-64 Dec 2014
We evaluated the technical adequacy of oral reading fluency (ORF) probes in which 1,472 middle school students with and without reading difficulties read fluency probes for 60 s versus reading the full passage. Results suggested that the reliability of 60-s probes (rs = 0.75) was not substantively different than full passage probes (rs = 0.77) among struggling readers and typically developing readers in Grades 6 to 8. The correlation of 60-s and the full passage probes with norm-referenced measures of ORF ranged from 0.32 to 0.83, and the correlation with norm-referenced measures of reading comprehension ranged from 0.32 to 0.54, indicating that both measures were moderately valid and adequate for use among middle school students. Last, full passage probes with sensitivity rates ranging from 0.40 to 0.45 were only slightly more sensitive for identifying at-risk readers than 60-s probes, with sensitivity rates ranging from 0.36 to 0.40, suggesting that the full passage probes identified a slightly higher percentage of at-risk students with reading difficulties.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: National Institute of Child Health and Human Development (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: P50 HD052117; K08 HD068545-01A1; R305F100013