CBM in Reading

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CBM in Reading

• ? Develop Measures
• ? Administration
• ? Scoring
• ? Graphic Display
• ? Analysis of Graphic Display
• ? Error Analysis
• ? Implications for Instruction

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CBM Oral Reading Fluency

• For students in Infant and early standard
• Student reads grade-appropriate passage for 1
  minute from ORF Student copy
• Teacher marks errors of ORF Teacher copy

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What is measured?

• Oral Reading Fluency (ORF) is a measure of the
  number of words a student reads correctly in one
  minute.
• Measure of reading rate and accuracy
• Measure related to reading comprehension
• (kids dont read faster than they can understand
  what it is that they are reading)
• Specific errors are recorded to provide useful
  error analysis information.
• Sensitive to change achievement over time

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Developing ORF Measures

• Teacher copy - numbers down right side of passage
  for easy scoring
• Student copy- Passage should be
• Void of illustration
• Text that is representative of curriculum
• (usually random selection from
• materials used in class
• font, passage style)

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CBM Oral Reading Fluency

• Student copy

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CBM Oral Reading Fluency

• ORF Teacher copy
• Cumulative count of words along margin allow for
  easy calculation of words attempted

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AdministrationDirections for 1-Minute
Administration of Oral Reading Fluency Passages

• 1. Quiet setting
• 2. Individual administration
• 3. Unnumbered passage to student
• 4. Numbered passage for administrator
• 5. Stopwatch or (sweep second hand on watch)
• 6. Say, "Start reading here." (point to the title
  of the story).

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Administration Directions

• 7. Say "begin" and start your stopwatch when the
  student says the first word.
• 8. Follow along on the examiner copy of the
  passage, marking the words that are read
  incorrectly. Use the markings for error types as
  best you can.
• 9. If a student comes to the end of a passage
  before the time is up, point to the beginning of
  the passage and say to the student, "start
  again."
• 10. At the end of one minute (60 seconds) say,
  "stop" and place a bracket ( ) after the last
  word read.

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Administration Directions
When I say 'begin,' start reading aloud at the
top of the page. Try to read each word. If you
come to a word you don't know, I'll tell it to
you. Be sure to do your best reading. Do you have
any questions?
If desired administrators may provide some
background information
You are going to read this story titled I Want
to be Big Now out loud. This story is about a
girl named June who wants to play. In order to
play she thinks she needs to be big. Read this
story until I say stop. If you come to a word
you don't know, I'll tell it to you. Show me
your best reading.
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ORF Error Markings
n
mom
very
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Scoring Sample
wa-it-ing
wa-it
a
wa-it-ing
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Analysis of the data
Describe the data points for this student in
relation to the AIMLINE Describe the types of
errors this student is making in the close
materials. Decision Collect more data
Intervention Increase the goal for this
student Intervention description
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Oral Reading Fluency Case of Elana
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Passage 1 Jan 3rd
74
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Passage 2 - Jan. 10th
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Passage 3 - Jan. 17th
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Oral Reading Fluency Case of Elana
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Error Analysis
Sound Multi- Irregular Word Rule
Other Comb. syllabic Endings Based
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• Error analysis
• Involves reviewing the students scored CBM
  reading probes to identify specific error types
  and patterns
• Set priorities for teaching
• Error patterns
• Indicate areas in need of further instruction
• Constitute a database for determining what
  content and strategies to teach

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Interventions

• What does the error analysis indicate?
• Word reading errors?
• Fluency errors?
• Vocabulary problems?
• Overall understanding
• Prosody
• Rate
• Accuracy

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Word reading errors?

• Isolate/target the skill
• Teach the skill and discrimination in isolation
• Practice words on target skill with
  discrimination
• Practice passage reading

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Example of Instruction InterventionTeaching
Sound Combinations

• Teach letter combination in isolation
• Teach and practice discrimination of new sound
  combination and known sounds and sound
  combinations
• Integrate sound combination into words and word
  reading

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Teaching Sound Combinations Guidelines for making
a word list

• 10 - 15 words
• 1st three words - new combination
• 50 of all words - new combination
• Other words of known word types (preskills)
• 2 sets of minimally different pairs

Focus Min. Pairs on new skill (ch) e.g. (ch)
chap cap chip ship chat hat chat
that
Adapted from Carnine, Silbert, Kameenui, (1997)
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Teaching Sound Combinations

• Example wordlist - new skill ou
• round trout
• loud proud
• bout pond
• boot moon
• bean pound

10 - 15 words 50 new skill 1st three
words new skill 2 min. different pairs
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Isolate/target the skill

• Team work!

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Teach the skill discrimination in isolation
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Practice words on target skill with
discrimination
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Practice passage reading
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Fluency Passage Reading Procedures Call on
individual students to read a few
sentences Maintain positive interactions,
interest in story etc. (you may make
comments) Monitor closely, all students should
have eyes on text and following along (you may
want to require fingers under each word,
depending on skill level not age).
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Model occasionally, demonstrate the type of
reading you have as a goal for your learners (not
as well as you can read) Vary reading order of
students, predictability will facilitate
off-task behavior. Be prepared to correct,
provide correct information, student repeat,
direct reader to beginning of sentence to reread
and continue.
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Passage Reading Corrections

• Quickly stop the reader
• Say the answer (word missed)
• Repeat -Have student read the word
• Repeat sentence - Have the student reread the
  sentence
• Repeat the paragraph Have student reread the
  paragraph - only if gt 3 errors

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Paired Practice Reading