Fluency Assessment and Instruction

1
FluencyAssessment and Instruction

• Karen Stevens
• Literacy Coach
• Martin Sortun Elementary

Adapted from Jan Hasbrouck, Ph.D. OSPI January
Conference 2005
2
Big Picture Effective Reading Assessment

• The main purpose of reading assessment is to
  improve student learning.
• We assess students to determine how they compare
  to others, but, more importantly, we assess
  students to determine how they perform before,
  during, and after our instruction.

3
AGENDA

• Explain how DIBELS is used as a screening tool
• How assessment drives instruction
• How to give DIBELS ORF
• Interventions and Progress Monitoring
• DIBELS Management System
• Next Steps

4
Five Key Instructional Components

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension Strategies

5
Why is Fluency so Important?

• Comprehension is limited by labored, inefficient
  reading
• Lack of fluencylack of motivationfewer words
  readsmaller vocabularylimited comprehension
  (self-perpetuating)
• There is no comprehension strategy that
  compensates for difficulty reading words
  accurately and fluently. (Torgeson, 2003)

6
Oral Reading Fluency Correlates Highly with
Reading Comprehension
Fuchs, Fuchs, Hosp, Jenkins, SSR, 2001
Measure Validity Coefficients
7
Screening Assessments
8
Assessing Fluency

• DIBELS as a screening tool to identify students
  who may need intervention assistance in reading
• Used to diagnose fluency problems
• Monitor student progress to determine if reading
  skills are improving

9
Five DIBELS Assessments

• Initial Sound Fluency (ISF)
• Letter Naming Fluency (LNF)
• Phonemic Segmentation Fluency (PSF)
• Nonsense Word Fluency (NWF)
• Oral Reading Fluency (ORF) and Retell Fluency (RF)

10
Oral Reading and Retell Fluency Grades 1-6

• Overview
• The number of words correctly read per minute
  from a passage.
• Administration
• The teacher presents the student with a reading
  passage of approximately 250 words. The student
  is then asked to read the passage aloud for 1
  minute.

11
SWAT Testing

• Team of specialists give assessments to a class
  at a time
• Specialists included Title ParaEducators, PE,
  Music, Counselor, EA, Principal, Literacy Coach
  and Classroom TEACHER

T
P
12
Administering ORF

• Review directions and scoring guide.
• Give three probes and take the median score.
• Compare to the benchmarks.

13
(No Transcript)
14
(No Transcript)
15
OSPI Reading Fluency GLEs

• Grade 1 50-65 words correct per minute
• Grade 2 90-100 wcpm
• Grade 3 110-120 wcpm
• Grade 4 115-125 wcpm
• Grade 5 125-135 wcpm
• Grade 6 up 145-155 wcpm

Unpracticed, cold reading by end of the year
16
Hasbrouck Tindal Norms for Oral Reading Fluency
for Grades 2-5
Upper grades 150 wcpm/50th percentile
17
MS Testing Protocol

• Screen with DIBELS ORF in grades K-6
• Use diagnostic assessments on smaller number of
  students
• DRA with comprehension, Grades 1-2
• Burns and Roe, IRI Grades 3-6
• Anecdotal Records
• Present Data at Collaborative Academic Support
  Team (CAST)
• Progress Monitor

18
Collaborative Academic Support Team (CAST)

• Meets 3x per year
• Grade Level teachers, Principal, Counselor, ELL
  Teacher, Special Education Teacher and Literacy
  Coach
• 1-1.5 hour per grade level
• Teachers released by subs
• Discuss data and trends
• Plan tier 1 and tier 2 interventions
• Teachers complete CAST form and submit in the
  next two weeks

19
State of the School Address

• DIBELS Data
• Number of at-risk, some risk students by grade
  level
• Changes over time
• Show how we shift resources
• Congratulate teams that are showing growth and
  share

20
Providing Fluency Instructionor Intervention

• Low Risk/Approaching Level
• In-class practice opportunities
• Intervention
• Explicit, systemic instruction/practice

21
Key Research Findings

• Guided reading practice improves fluency for
  typical students
• Independent practice (silent
  reading) NOT sufficient to
  improve fluency

22
Instruction for Intervention

• Guided Oral Repeated Reading

Teacher Modeling
Repeated Reading
Progress Monitoring
23
Intervention Steps (cont.)

• 1. Following a Model
• Read along with the teacher
• Read along with a tape
• Read along with a skillful reader
• Use of programs like Read Naturally

24
Intervention Steps (cont.)

• 2. Repeated Reading
• Reread passages orally to self
• Reread passages to a partner
• Until predetermined goal is achieved (30-40
  words)

25
Intervention Steps (cont.)

• Progress Monitoring
• Assess student weekly or biweekly
• Students graph their performance
• Check to see if instruction is working
• Use CBM

26
Progress Monitoring in Reading 2 Forms
On-Level (Tier I) Repeat screening assessments 3x
year DIBELS Supplemental (Tier II) Intervention
(Tier III) Curriculum-based Measurement
(CBM) Weekly or 2x month
27
What is CBM?
Set of standardized measurement procedures to
FIND students whose performance is below expected
levels and to MONITOR PROGRESS of students within
instructional programs, especially basic skills
reading, math, spelling,
writing  Research at U of Minnesota Institute for
Research on Learning Disabilities
28

• PURPOSE of CBM?
• Is instruction working?
• Are basic skills improving?
• To encourage, motivate, inform teachers,
  students, parents
• Especially key for struggling readers

29
DIBELS Data System

• To log in, go to http//dibels.uoregon.edu/ and
  click on 'Data System'. Enter your user name and
  password as follows
• username gkroll
• password

30
Progress Monitoring

• Fluency Lessons during skills groups
• Read Naturally in grade 2-6th
• Use ParaEducators to pull at-risk and some risk
  students weekly to progess monitor

31
Key Points to Remember

• Screen 3-4x a year
• Further assess at-risk and low risk students
• Abandon Round Robin reading
• Apply fluency interventions
• Progress Monitor
• Literacy Coach and
• Title Dept. can help!!!

32
Special Thanks to Jan Hasbrouck,
Ph.D. Educational Consultant Seattle,
WA www.jhasbrouck.com
33

• REFERENCES
• Chard, D., Vaughn, S., Tyler, B.J. (2002). A
  synthesis of research on effective interventions
  for building reading fluency with elementary
  students with learning disabilities. Journal of
  Learning Disabilities, 36(5), 386-406.
• DIBELS (Dynamic Indicators of Basic Early
  Literacy Skills). http//idea.uoregon.edu/dibels/
  
• Edformation http//www.edformation.com/
• Fuchs, L., Fuchs, D., Hamlett, C., Walz, L.,
  Germann, G. (1993). Formative evaluation of
  academic progress How much growth? School
  Psychology Review, 22(1), 27-48.

34

• Fuchs, L. S., Fuchs, D., Hosp, M. K., Jenkins,
  J. R. (2001). Oral reading fluency as an
  indicator of reading competence A theoretical,
  empirical, and historical analysis. Scientific
  Studies of Reading, 5(3), 239-256.
• Hasbrouck, J.E., Ihnot, C., Rogers, G. H.
  (1999). Read Naturally A strategy to increase
  oral reading fluency. Reading Research
  Instruction, 39(1), 27-38.
• Hasbrouck, J.E., Woldbeck, T., Ihnot, C.,
  Parker, R. I. (1999). One teachers use of
  curriculum-based measurement A changed opinion.
  Learning Disabilities Research Practice,
  14(2), 118-126.

35

• Hasbrouck, J. E. Tindal, G. (Spring, 1992).
  Curriculum-based oral reading fluency norms for
  students in grades 2-5. Teaching Exceptional
  Children, 24(3), 41-44.
• NATIONAL READING PANEL REPORT (2000)
  www.nationalreadingpanel.org
• Osborn, J. Lehr, F. A Focus on Fluency
  www.prel.org (free booklet)