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ERIC Number: EJ1179795
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0040-0599
Strategies for Minimizing Variability in Progress Monitoring of Oral Reading Fluency
Bundock, Kaitlin; O'Keeffe, Breda V.; Stokes, Kristen; Kladis, Kristin
TEACHING Exceptional Children, v50 n5 p273-281 May-Jun 2018
Research has shown that: (1) Curriculum-based monitoring (CBM) can be easily implemented and interpreted by teachers (e.g., Fuchs, Deno, & Mirkin, 1984); (2) student outcomes have improved when teachers use CBM to inform instructional decision making (e.g., Fuchs, Fuchs, Hamlett, & Stecker, 1991); (3) reliable and valid measures have been developed that predict important student outcomes (e.g., Fuchs, Fuchs, & Maxwell, 1988; Kim, Petscher, Schatschneider, & Foorman, 2010; Wayman, Wallace, Wiley, Tichá, & Espin, 2007); and (4) CBM can be an integral component of multi-tiered systems for identifying and monitoring students' academic needs (e.g., Kovaleski, VanDerHeyden, & Shapiro, 2013; M. R. Shinn, 2007). According to the authors, using curriculum-based measurement of oral reading fluency (CBM ORF) progress-monitoring measures is an effective way to consistently evaluate students' reading performance and make data-based instructional decisions. However, educators should understand and properly control for factors that may influence variability. Working with other professionals at their schools, educators should ensure that data are collected and analyzed following the recommendations presented in this article as well as the recommendations from the publisher of the CBM ORF measure to maximize the use of CBM ORF.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A