Reading-CBM
Description
Oral Reading Fluency/Accuracy - Increasing Achievement
Developing long-term targets/goals on the basis of ORF/A assessment contributes to student achievement gains.
Using Oral Reading Fluency/Accuracy to develop long term targets or goals within a dynamic target/goal setting process has been demonstrated to promote greater student achievement on general measures of achievement. For example, students whose teachers used ORF/A in the long term, dynamic goal setting approach achieved an average of +0.52 standard deviations above a control group, whereas students whose teachers used a static goal setting approach did not demonstrate similar gains. A meta-analysis of 18 studies supports a +0.10 effect size advantage on global achievement measures when progress is regularly measured toward long-term goals.
Fuchs, L.S., and Fuchs, D. (1986a). Curriculum-Based Assessment of progress toward long-term and short-term goals. Journal of Special Education, 20, 69-82.
Fuchs, L.S., Fuchs, D. and Hamlett, C.L. (1989b). Effects of alternative goal structures within Curriculum-Based Measurement. Exceptional Children, 55, 429-438.
Fuchs, L.S., Fuchs, D. Hamlett, C.L. and Fergeson, C. (1992). Effects of expert system consultation within Curriculum-Based Measurement using a reading maze task. Exceptional Children, 58, 436-450.