The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

Good, Roland H.; Simmons, Deborah C.; Kame'enui, Edward J.

doi:10.1207/s1532799xssr0503_4

Cited by 548Reading and Literacy DevelopmentEducational Assessment and ImprovementEarly Childhood Education and Development

The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

Good, Roland H., Simmons, Deborah C., Kame'enui, Edward J.·2001·Scientific Studies of Reading

DOI 10.1207/s1532799xssr0503_4

Open this paper in CoChat — free account

Abstract

Educational accountability and its counterpart, high-stakes assessment, are at the forefront of the educational agenda in this era of standards-based reform. In this article, we examine assessment and accountability in the context of a prevention-oriented assessment and intervention system designed to assess early reading progress formatively. Specifically, we explore the utility of a continuum of fluency-based indicators of foundational early literacy skills to predict reading outcomes, to inform educational decisions, and to change reading outcomes for students at risk of reading difficulty. First, we address the accountability era, discuss the promise of prevention-oriented assessment, and outline a continuum of fluency-based indicators of foundational reading skills using Dynamic Indicators of Basic Early Literacy Skills and Curriculum-Based Measurement Oral Reading Fluency. Next, we describe a series of linked, short-term, longitudinal studies of 4 cohorts examining the utility and predictive validity of the measures from kindergarten through 3rd grade with the Oregon Statewide Assessment-Reading/Literature as a high-stakes reading outcome. Using direct measures of key foundational skills, predictive validities ranged from. 34 to. 82. The utility of the fluency-based benchmark goals was supported with the finding that 96% of children who met the 3rd-grade oral reading fluency benchmark goal met or exceeded expectations on the Oregon Statewide Assessment, a high-stakes outcome measure. We illustrate the utility of the measures for evaluating instruction, modifying the instructional system, and targeting children who need additional instructional support to achieve benchmark goals. Finally, we discuss the instructional and policy implications of our findings and their utility in an active educational accountability environment.

Integrity signals

Registry

Crossref · 10.1207/s1532799xssr0503_4

Cites

48 of 48 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Authors invoke the logic of Laberge and Samuels that automaticity is important from an information processing view.
“Generally, authors invoke the logic of Laberge and Samuels [102] in that automaticity is important from an information processing view.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [102]

Psychometric theory (2nd ed.).
Sitgreaves, R. (1979) · Contemporary Psychology · doi:10.1037/018882 · Cited by 14,384 · see citing works
Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory
Shiffrin, R. M., & Schneider, W. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.127 · Cited by 7,335 · see citing works
Preventing Reading Difficulties in Young Children
National Research Council (1998) · National Academies Press eBooks · doi:10.17226/6023 · Cited by 5,508 · see citing works
Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
Stanovich, K. E. (1986) · Reading Research Quarterly · doi:10.1598/rrq.21.4.1 · Cited by 5,222 · see citing works
Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.
Cairns, C. E. (1991) · Language · doi:10.2307/415121 · Cited by 4,378 · see citing works
Toward a theory of automatic information processing in reading
LaBerge, D., & Samuels, S. J. (1974) · Cognitive Psychology · doi:10.1016/0010-0285(74)90015-2 · Cited by 3,841 · see citing works
Toward an instance theory of automatization.
Logan, G. D. (1988) · Psychological Review · doi:10.1037/0033-295x.95.4.492 · Cited by 3,466 · see citing works
Attention And Cognitive Control 1
Posner, M. I., & Snyder, C. R. R. (2024) · Routledge eBooks · doi:10.4324/9781032722450-4 · Cited by 2,264 · see citing works
The Role of Assessment in a Learning Culture
Shepard, L. A. (2000) · Educational Researcher · doi:10.3102/0013189x029007004 · Cited by 2,161 · see citing works
Learning to read and write: A longitudinal study of 54 children from first through fourth grades.
Juel, C. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.437 · Cited by 1,925 · see citing works
Stages of reading development
Chall, J. S. (1983) · Medical Entomology and Zoology · Cited by 1,705 · see citing works
Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_3 · Cited by 1,527 · see citing works
Woodcock-Johnson Psycho-Educational Battery-Revised
Leighton, C. R. (1990) · PsycEXTRA Dataset · doi:10.1037/e500812010-005 · Cited by 1,315 · see citing works
Beginning to read thinking and learning about print
Adams, M. J. (1992) · Cited by 1,187 · see citing works
Getting to Scale with Good Educational Practice
Elmore, R. F. (1996) · Harvard Educational Review · doi:10.17763/haer.66.1.g73266758j348t33 · Cited by 1,071 · see citing works
Progress in understanding reading: scientific foundations and new frontiers
(2000) · Choice Reviews Online · doi:10.5860/choice.38-2284 · Cited by 999 · see citing works
Phonological awareness and early reading: A meta-analysis of experimental training studies.
Bus, A. G., & van IJzendoorn, M. H. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.3.403 · Cited by 837 · see citing works
School Psychology Review
Elliott, S. N., & Wallace, D. (2008) · Encyclopedia of Special Education · doi:10.1002/9780470373699.speced1851 · Cited by 821 · see citing works
Evidence That Dyslexia May Represent the Lower Tail of a Normal Distribution of Reading Ability
Shaywitz, S. E., Escobar, M. D., Shaywitz, B. A., Fletcher, J. M., & Makuch, R. (1992) · New England Journal of Medicine · doi:10.1056/nejm199201163260301 · Cited by 715 · see citing works
Naming-Speed Processes, Timing, and Reading
Wolf, M., Bowers, P. G., & Biddle, K. R. (2000) · Journal of Learning Disabilities · doi:10.1177/002221940003300409 · Cited by 711 · see citing works
Individual differences in skill learning: An integration of psychometric and information processing perspectives.
Ackerman, P. L. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.102.1.3 · Cited by 688 · see citing works
Assessments and Accountability
Linn, R. L. (2000) · Educational Researcher · doi:10.2307/1177052 · Cited by 678 · see citing works
Teaching the New Basic Skills. Principles for Educating Children To Thrive in a Changing Economy.
Murnane, R. J., & Levy, F. S. (1996) · Medical Entomology and Zoology · Cited by 639 · see citing works
Identifying Valid Measures of Reading
Deno, S. L., Mirkin, P. K., & Chiang, B. (1982) · Exceptional Children · doi:10.1177/001440298204900105 · Cited by 466 · see citing works
Formative Evaluation of Academic Progress: How Much Growth Can We Expect?
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993) · School Psychology Review · doi:10.1080/02796015.1993.12085636 · Cited by 442 · see citing works
Toward a Technology for Assessing Basic Early Literacy Skills
Kaminski, R. A., & Good, R. H. (1996) · School Psychology Review · doi:10.1080/02796015.1996.12085812 · Cited by 434 · see citing works
Self-citation
Paradigmatic Distinctions between Instructionally Relevant Measurement Models
Fuchs, L., & Deno, S. (1991) · Exceptional Children · doi:10.1177/001440299105700603 · Cited by 424 · see citing works
Assessments and Accountability
Linn, R. L. (2000) · Educational Researcher · doi:10.3102/0013189x029002004 · Cited by 416 · see citing works
AUTOMATICITY AND READING: PERSPECTIVES FROM THE INSTANCE THEORY OF AUTOMATIZATION
Logan, G. D. (1997) · Reading & Writing Quarterly · doi:10.1080/1057356970130203 · Cited by 352 · see citing works
PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS
Ehri, L. C., & McCormick, S. (1998) · Reading & Writing Quarterly · doi:10.1080/1057356980140202 · Cited by 314 · see citing works
Beyond Fourth-Grade Science: Why Do U.S. and Japanese Students Diverge?
Linn, M. C., Lewis, C., Tsuchida, I., & Songer, N. B. (2000) · Educational Researcher · doi:10.3102/0013189x029003004 · Cited by 292 · see citing works
NAEP 1998 reading report card for the nation and the states
Greenwald, E. A., Persky, H., Campbell, J. R., & Mazzeo, J. (1999) · Cited by 259 · see citing works
Catch Them before They Fall: Identification and Assessment To Prevent Reading Failure in Young Children.
Torgeson, J. K. (1998) · The American Educator · Cited by 244 · see citing works
Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 through 5
Hasbrouck, J. E., & Tindal, G. A. (1992) · Teaching Exceptional Children · doi:10.1177/004005999202400310 · Cited by 219 · see citing works
What Reading Research Tells Us About Children With Diverse Learning Needs
Simmons, D. C., & Kameenui, E. J. (1998) · Routledge eBooks · doi:10.4324/9781410603579 · Cited by 202 · see citing works
Self-citation
Effective Academic Interventions in the United States: Evaluating and Enhancing the Acquisition of Early Reading Skills
Good, R. H., Simmons, D. C., & Smith, S. B. (1998) · School Psychology Review · doi:10.1080/02796015.1998.12085896 · Cited by 175 · see citing works
Self-citation
Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension
Levy, B. A., Abello, B., & Lysynchuk, L. M. (1997) · Learning Disability Quarterly · doi:10.2307/1511307 · Cited by 175 · see citing works
Increasing the Intensity of Intervention in Kindergarten and First Grade
O’Connor, R. E. (2000) · Learning Disabilities Research and Practice · doi:10.1207/sldrp1501_5 · Cited by 153 · see citing works
Assessing early literacy skills in a Problem-Solving model: Dynamic Indicators of Basic Early Literacy Skills.
Kaminski, R. A., & Good, R. H. (1998) · Cited by 149 · see citing works
Self-citation
Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment.
Fuchs, L. S., & Fuchs, D. (1999) · School Psychology Review · Cited by 149 · see citing works
Contemporary perspectives on Curriculum-Based Measurement validity.
Good, R. H., & Jefferson, G. L. (1998) · Cited by 145 · see citing works
Self-citation
Instructional Design in Mathematics for Students with Learning Disabilities
Carnine, D. (1997) · Journal of Learning Disabilities · doi:10.1177/002221949703000201 · Cited by 140 · see citing works
Effects of Curriculum within Curriculum-Based Measurement
Fuchs, L. S., & Deno, S. L. (1991) · Exceptional Children · doi:10.1177/001440299105800306 · Cited by 135 · see citing works
The measurement of change: Assessing behavior over time and within a developmental context.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1994) · Cited by 70 · see citing works
Building, Implementing, & Sustaining a Beginning Reading Model: School by School and Lessons Learned.
Simmons, D. C., Kameenui, E. J., Good, R. H., Harn, B., Cole, C. E., & Braun, D. H. (2000) · O.S.S.C. bulletin · Cited by 61 · see citing works
Self-citation
EFFECTS OF INCREASING ORAL READING
Markell, M. A., & Deno, S. L. (1997) · The Journal of Special Education · doi:10.1177/002246699703100205 · Cited by 47 · see citing works
What Reading Research Telis Us About Children with Diverse Learning Needs: Bases and Basics D. Simmons, & E. Kame’enui (1998)
EVANS, D. L. (2000) · Australasian Journal of Special Education · doi:10.1017/s1030011200024696 · Cited by 23 · see citing works
Trends in State Student Assessment Programs. Data on Statewide Student Assessment Programs, Fall 1997.
Bond, L., Roeber, E. C., & Connealy, S. S. (1998) · Cited by 2 · see citing works

Flagged first, then by citations

2 of the 50 references couldn’t be matched to a known paper.

Sorted by citations

Introduction to response to intervention: What, why, and how valid is it?
Fuchs, D., & Fuchs, L. S. (2006) · Reading Research Quarterly · doi:10.1598/rrq.41.1.4 · Cited by 1,360 · see citing works
On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography.
Share, D. L. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.4.584 · Cited by 1,022 · see citing works
Reinterpreting the development of reading skills
Paris, S. G. (2005) · Reading Research Quarterly · doi:10.1598/rrq.40.2.3 · Cited by 675 · see citing works
Developments in Curriculum-Based Measurement
Deno, S. L. (2003) · The Journal of Special Education · doi:10.1177/00224669030370030801 · Cited by 653 · see citing works
Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers
Hasbrouck, J., & Tindal, G. A. (2006) · The Reading Teacher · doi:10.1598/rt.59.7.3 · Cited by 572 · see citing works
Reading Fluency Assessment and Instruction: What, Why, and How?
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005) · The Reading Teacher · doi:10.1598/rt.58.8.1 · Cited by 536 · see citing works
Literature Synthesis on Curriculum-Based Measurement in Reading
Miura Wayman, M., Wallace, T., Wiley, H. I., Tichá, R., & Espin, C. A. (2007) · The Journal of Special Education · doi:10.1177/00224669070410020401 · Cited by 428 · see citing works
Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence
Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2009.07.001 · Cited by 352 · see citing works
What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask)
Fuchs, D., & Deshler, D. D. (2007) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2007.00237.x · Cited by 315 · see citing works
A Model for Implementing Responsiveness to Intervention
Fuchs, L. S., & Fuchs, D. (2007) · Teaching Exceptional Children · doi:10.1177/004005990703900503 · Cited by 285 · see citing works
Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects
Coyne, M. D., Simmons, D. C., Kameenui, E. J., & Stoolmiller, M. (2004) · Exceptionality · doi:10.1207/s15327035ex1203_3 · Cited by 279 · see citing works
Self-citation
Who Are the Young Children for Whom Best Practices in Reading Are Ineffective?
Otaiba, S. A., & Fuchs, D. (2006) · Journal of Learning Disabilities · doi:10.1177/00222194060390050401 · Cited by 275 · see citing works
The Complex Nature of Reading Fluency: A Multidimensional View
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008) · Reading & Writing Quarterly · doi:10.1080/10573560802491208 · Cited by 268 · see citing works
Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004) · Learning Disability Quarterly · doi:10.2307/1593674 · Cited by 257 · see citing works
Dynamic Assessment and Response to Intervention
Grigorenko, E. L. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219408326207 · Cited by 243 · see citing works
Assessing Intervention Responsiveness: Conceptual and Technical Issues
Fuchs, L. S. (2003) · Learning Disabilities Research & Practice · doi:10.1111/1540-5826.00073 · Cited by 236 · see citing works
The relation between DIBELS, reading comprehension, and vocabulary in urban first‐grade students
Riedel, B. W. (2007) · Reading Research Quarterly · doi:10.1598/rrq.42.4.5 · Cited by 232 · see citing works
Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes
Roehrig, A. D., Petscher, Y., Nettles, S. M., Hudson, R. F., & Torgesen, J. K. (2007) · Journal of School Psychology · doi:10.1016/j.jsp.2007.06.006 · Cited by 227 · see citing works
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers
Kim, Y.-S., Wagner, R. K., & Foster, E. E. (2011) · Scientific Studies of Reading · doi:10.1080/10888438.2010.493964 · Cited by 226 · see citing works
Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency
Fuchs, L. S., Fuchs, D., & Compton, D. L. (2004) · Exceptional Children · doi:10.1177/001440290407100101 · Cited by 225 · see citing works
Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006) · Journal of Positive Behavior Interventions · doi:10.1177/10983007060080030301 · Cited by 208 · see citing works
Classification in context: An alternative approach to identifying early reading disability.
Speece, D. L., & Case, L. P. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.4.735 · Cited by 206 · see citing works
A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules
Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A. (2012) · Journal of School Psychology · doi:10.1016/j.jsp.2012.09.004 · Cited by 201 · see citing works
Oral Reading Fluency Assessment: Issues of Construct, Criterion, and Consequential Validity
Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H. (2010) · Reading Research Quarterly · doi:10.1598/rrq.45.3.1 · Cited by 199 · see citing works
Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.
Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B. D., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010) · Journal of Educational Psychology · doi:10.1037/a0018448 · Cited by 194 · see citing works
The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study
Wagner, M. M., Kutash, K., Duchnowski, A. J., & Epstein, M. H. (2005) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266050130010301 · Cited by 187 · see citing works
A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing
Hintze, J. M., & Silberglitt, B. (2005) · School Psychology Review · doi:10.1080/02796015.2005.12086292 · Cited by 186 · see citing works
Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children From Grades 1 to 4
Kim, Y. G., & Wagner, R. K. (2015) · Scientific Studies of Reading · doi:10.1080/10888438.2015.1007375 · Cited by 182 · see citing works
Treatment Validity as a Unifying Construct for Identifying Learning Disabilities
Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002) · Learning Disability Quarterly · doi:10.2307/1511189 · Cited by 178 · see citing works
Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers
Quinn, J. M., & Wagner, R. K. (2015) · Journal of Learning Disabilities · doi:10.1177/0022219413508323 · Cited by 172 · see citing works
Indexing Response to Intervention
Simmons, D. C., Coyne, M. D., Kwok, O., McDonagh, S., Harn, B., & Kameenui, E. J. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219407313587 · Cited by 170 · see citing works
Self-citation
Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty.
O’Connor, R. E., Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S., & Zigmond, N. P. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.3.474 · Cited by 169 · see citing works
Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings
Chard, D. J., Clarke, B., Baker, S., Otterstedt, J., Braun, D. H., & Katz, R. (2005) · Assessment for Effective Intervention · doi:10.1177/073724770503000202 · Cited by 166 · see citing works
Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities
Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J. D., & Davis, G. N. (2007) · Reading and Writing · doi:10.1007/s11145-007-9083-9 · Cited by 162 · see citing works
Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools
Baker, S. K., Smolkowski, K., Katz, R., Fien, H., Seeley, J. R., Kameenui, E. J., & Beck, C. T. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087905 · Cited by 159 · see citing works
Self-citation
Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2
Kim, Y.-S., Wagner, R. K., & Lopez, D. (2012) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2012.03.002 · Cited by 159 · see citing works
Tiers of Intervention in Kindergarten Through Third Grade
O’Connor, R. E., Harty, K. R., & Fulmer, D. (2005) · Journal of Learning Disabilities · doi:10.1177/00222194050380060901 · Cited by 157 · see citing works
The Early Grade Reading Assessment: Applications and interventions to improve basic literacy
Wetterberg, A., & Gove, A. K. (2019) · Carolina Digital Repository (University of North Carolina at Chapel Hill) · doi:10.17615/x0gw-5q28 · Cited by 157 · see citing works
Evidence-Based Assessment of Learning Disabilities in Children and Adolescents
Fletcher, J. M., Francis, D. J., Morris, R. D., & Lyon, G. R. (2005) · Journal of Clinical Child & Adolescent Psychology · doi:10.1207/s15374424jccp3403_7 · Cited by 157 · see citing works
Examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist?
Basaraba, D. L., Yovanoff, P., Alonzo, J., & Tindal, G. A. (2012) · Reading and Writing · doi:10.1007/s11145-012-9372-9 · Cited by 156 · see citing works
Oral Reading and Maze Measures as Predictors of Success for English Learners on a State Standards Assessment
Wiley, H. I., & Deno, S. L. (2005) · Remedial and Special Education · doi:10.1177/07419325050260040301 · Cited by 152 · see citing works
Formative Assessment Using Cbm-R Cut Scores To Track Progress Toward Success On State-Mandated Achievement Tests: a Comparison of Methods
Silberglitt, B., & Hintze, J. M. (2005) · Journal of Psychoeducational Assessment · doi:10.1177/073428290502300402 · Cited by 151 · see citing works
The Changing Role of the Reading Specialist in School Reform
Dole, J. A. (2004) · The Reading Teacher · doi:10.1598/rt.57.5.6 · Cited by 149 · see citing works
Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening
Kilgus, S. P., Methe, S. A., Maggin, D. M., & Tomasula, J. L. (2014) · Journal of School Psychology · doi:10.1016/j.jsp.2014.06.002 · Cited by 145 · see citing works
Curriculum-Based Measures and Performance on State Assessment and Standardized Tests
Shapiro, E. S., Keller, M. A., Lutz, J. G., Santoro, L. E., & Hintze, J. M. (2006) · Journal of Psychoeducational Assessment · doi:10.1177/0734282905285237 · Cited by 140 · see citing works
Agency and Expanding Capabilities in Early Grade Classrooms: What it Could Mean for Young Children
Adair, J. K. (2014) · Harvard Educational Review · doi:10.17763/haer.84.2.y46vh546h41l2144 · Cited by 134 · see citing works
The utility and accuracy of oral reading fluency score types in predicting reading comprehension
Petscher, Y., & Kim, Y.-S. (2010) · Journal of School Psychology · doi:10.1016/j.jsp.2010.09.004 · Cited by 133 · see citing works
Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill
Speece, D. L., Mills, C., Ritchey, K. D., & Hillman, E. (2003) · The Journal of Special Education · doi:10.1177/002246690303600403 · Cited by 133 · see citing works
Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension
O’Connor, R. E., White, A., & Swanson, H. L. (2007) · Exceptional Children · doi:10.1177/001440290707400102 · Cited by 132 · see citing works
Layers of Reading Intervention in Kindergarten Through Third Grade
O’Connor, R. E., Fulmer, D., Harty, K. R., & Bell, K. M. (2005) · Journal of Learning Disabilities · doi:10.1177/00222194050380050701 · Cited by 128 · see citing works
Integrating Frameworks From Early Childhood Intervention and School Psychology to Accelerate Growth for All Young Children
VanDerHeyden, A. M., & Snyder, P. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087959 · Cited by 126 · see citing works
57th Yearbook of the National Reading Conference
Kim, Y., Risko, V. J., Compton, D. L., Dickinson, D. K., Hundley, M. K., Jiménez, R. T., Leander, K. M., & Rowe, D. W. (2008) · Cited by 120 · see citing works
Are Fluency Measures Accurate Predictors of Reading Achievement?
Schilling, S. G., Carlisle, J. F., Scott, S. E., & Zeng, J. (2007) · The Elementary School Journal · doi:10.1086/518622 · Cited by 120 · see citing works
Introduction to This Special Issue: The DNA of Reading Fluency
Kameenui, E. J., & Simmons, D. C. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_1 · Cited by 120 · see citing works
Self-citation
Beginning Reading Intervention as Inoculation or Insulin
Coyne, M. D., Kameenui, E. J., Simmons, D. C., & Harn, B. (2004) · Journal of Learning Disabilities · doi:10.1177/00222194040370020101 · Cited by 117 · see citing works
Self-citation
Curriculum-Based Measurement of Oral Reading: Multi-study evaluation of schedule, duration, and dataset quality on progress monitoring outcomes
Christ, T. J., Zopluoglu, C., Monaghen, B. D., & Norman, E. R. V. (2012) · Journal of School Psychology · doi:10.1016/j.jsp.2012.11.001 · Cited by 117 · see citing works
Using Progress-Monitoring Data to Improve Instructional Decision Making
Stecker, P. M., Lembke, E. S., & Foegen, A. (2008) · Preventing School Failure Alternative Education for Children and Youth · doi:10.3200/psfl.52.2.48-58 · Cited by 117 · see citing works
Using CBM as an Indicator of Decoding, Word Reading, and Comprehension: Do the Relations Change With Grade?
Hosp, M. K., & Fuchs, L. S. (2005) · School Psychology Review · doi:10.1080/02796015.2005.12086272 · Cited by 115 · see citing works
The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis
McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087992 · Cited by 115 · see citing works
Self-citation
Curriculum-based measurement of oral reading: Passage equivalence and probe-set development
Christ, T. J., & Ardoin, S. P. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2008.09.004 · Cited by 110 · see citing works
Early Literacy From a Longitudinal Perspective
Aarnoutse, C. A. J., van Leeuwe, J., & Verhoeven, L. T. W. (2005) · Educational Research and Evaluation · doi:10.1080/08993400500101054 · Cited by 109 · see citing works
Story retell: A fluency-based indicator of reading comprehension.
Roberts, G., Good, R. H., & Corcoran, S. (2005) · School Psychology Quarterly · doi:10.1521/scpq.2005.20.3.304 · Cited by 109 · see citing works
Self-citation
Summary of Decision Rules for Intensive, Strategic, and Benchmark Instructional Recommendations in Kindergarten Through Third Grade
Good, R. H., Baker, D. L., & Smolkowski, K. (2000) · Cited by 109 · see citing works
Self-citation
Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics
Keller‐Margulis, M. A., Shapiro, E. S., & Hintze, J. M. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087884 · Cited by 108 · see citing works
Curriculum-Based Measures: Development and Perspectives
Deno, S. L. (2003) · Assessment for Effective Intervention · doi:10.1177/073724770302800302 · Cited by 108 · see citing works
The building blocks of writing: Learning to write letters and spell words
Ritchey, K. D. (2007) · Reading and Writing · doi:10.1007/s11145-007-9063-0 · Cited by 108 · see citing works
Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency
Otaiba, S. A., Connor, C. M., Lane, H. B., Kosanovich, M. L., Schatschneider, C. W., Dyrlund, A. K., Miller, M., & Wright, T. L. (2007) · Journal of School Psychology · doi:10.1016/j.jsp.2007.06.002 · Cited by 106 · see citing works
Using Our Current Understanding of Dyslexia to Support Early Identification and Intervention
Schatschneider, C. W., & Torgesen, J. K. (2004) · Journal of Child Neurology · doi:10.1177/08830738040190100501 · Cited by 105 · see citing works
Agreement among response to intervention criteria for identifying responder status
Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.04.004 · Cited by 102 · see citing works
Cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals: Script-universal and script-specific processes.
Pasquarella, A., Chen, X., Gottardo, A., & Geva, E. (2014) · Journal of Educational Psychology · doi:10.1037/a0036966 · Cited by 98 · see citing works
Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVR i )
Francis, D. J., Kulesz, P. A., & Benoit, J. S. (2018) · Remedial and Special Education · doi:10.1177/0741932518772904 · Cited by 98 · see citing works
Effects of Viewing the Television Program Between the Lions on the Emergent Literacy Skills of Young Children.
Linebarger, D. L., Kosanic, A. Z., Greenwood, C. R., & Doku, N. S. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.2.297 · Cited by 97 · see citing works
Developing a school‐wide progress‐monitoring system
Deno, S. L., Reschly, A. L., Lembke, E. S., Magnusson, D., Callender, S., Windram, H., & Stachel, N. (2008) · Psychology in the Schools · doi:10.1002/pits.20353 · Cited by 96 · see citing works
Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring
Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2005) · Journal of Learning Disabilities · doi:10.1177/00222194050380041401 · Cited by 89 · see citing works
The Emergence and Possible Futures of Response To Intervention
VanDerHeyden, A. M., Witt, J. C., & Barnett, D. W. (2005) · Journal of Psychoeducational Assessment · doi:10.1177/073428290502300404 · Cited by 86 · see citing works
The importance of measuring growth in response to intervention models: Testing a core assumption
Schatschneider, C. W., Wagner, R. K., & Crawford, E. C. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.04.005 · Cited by 86 · see citing works
An Empirical Review of Psychometric Evidence for the Dynamic Indicators of Basic Early Literacy Skills
Goffreda, C. T., & DiPerna, J. C. (2010) · School Psychology Review · doi:10.1080/02796015.2010.12087766 · Cited by 84 · see citing works
Children’s Reading Comprehension and Oral Reading Fluency in Easy Text
Spear-Swerling, L. (2006) · Reading and Writing · doi:10.1007/s11145-005-4114-x · Cited by 84 · see citing works
Promoting beginning reading success through meaningful assessment of early literacy skills
Coyne, M. D., & Harn, B. (2005) · Psychology in the Schools · doi:10.1002/pits.20127 · Cited by 83 · see citing works
From letter names to word reading: The nascent role of sublexical fluency
Ritchey, K. D., & Speece, D. L. (2006) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2005.10.001 · Cited by 82 · see citing works
Modeling the Relationship Between Oral Reading Fluency and Performance on a Statewide Reading Test
Wood, D. E. (2006) · Educational Assessment · doi:10.1207/s15326977ea1102_1 · Cited by 81 · see citing works
Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement
Denton, C. A., Ciancio, D., & Fletcher, J. M. (2006) · Reading Research Quarterly · doi:10.1598/rrq.41.1.1 · Cited by 81 · see citing works
Teacher Judgments of Students' Reading Abilities Across a Continuum of Rating Methods and Achievement Measures
Begeny, J. C., Krouse, H. E., Brown, K. G., & Mann, C. M. (2011) · School Psychology Review · doi:10.1080/02796015.2011.12087726 · Cited by 81 · see citing works
What Is Scientifically-Based Research on Progress Monitoring?.
Fuchs, L. S., & Fuchs, D. (2001) · Cited by 80 · see citing works
Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms
Calhoon, M. B., Otaiba, S. A., Cihak, D. F., King, A., & Avalos, A. (2007) · Learning Disability Quarterly · doi:10.2307/30035562 · Cited by 79 · see citing works
Examining Agreement and Longitudinal Stability Among Traditional and RTI-Based Definitions of Reading Disability Using the Affected-Status Agreement Statistic
Waesche, J. S. B., Schatschneider, C. W., Maner, J. K., Ahmed, Y., & Wagner, R. K. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410392048 · Cited by 79 · see citing works
Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study
Kim, Y.-S., & Pallante, D. H. (2010) · Reading and Writing · doi:10.1007/s11145-010-9244-0 · Cited by 78 · see citing works
Smaller, Quicker, Cheaper: Improving Learning Assessments for Developing Countries
Wagner, D. A. (2011) · ScholarlyCommons (University of Pennsylvania) · Cited by 77 · see citing works
Still Falling at the First Hurdle: Examining Early Grade Reading in South Africa
Spaull, N., & Pretorius, E. J. (2019) · Springer eBooks · doi:10.1007/978-3-030-18811-5_8 · Cited by 76 · see citing works
Predicting Performance on State Achievement Tests Using Curriculum-Based Measurement in Reading: A Multilevel Meta-Analysis
Yeo, S. (2009) · Remedial and Special Education · doi:10.1177/0741932508327463 · Cited by 76 · see citing works
Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade
Burke, M. D., Hagan–Burke, S., Kwok, O., & Parker, R. (2008) · The Journal of Special Education · doi:10.1177/0022466907313347 · Cited by 76 · see citing works
Universal and early screening for educational difficulties: Current and future approaches
Elliott, S. N., Huai, N., & Roach, A. T. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2006.11.002 · Cited by 75 · see citing works
Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8
Baker, D. L., Biancarosa, G., Park, B. J., Bousselot, T., Smith, J.-L., Baker, S. K., Kameenui, E. J., Alonzo, J., & Tindal, G. A. (2014) · Reading and Writing · doi:10.1007/s11145-014-9505-4 · Cited by 73 · see citing works
Self-citation
Relations among reading skills and sub-skills and text-level reading proficiency in developing readers
Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. (2010) · Reading and Writing · doi:10.1007/s11145-010-9283-6 · Cited by 73 · see citing works
Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings
Ardoin, S. P., & Christ, T. J. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087912 · Cited by 72 · see citing works
Neuroscience, education and special education
Goswami, U. (2004) · British Journal of Special Education · doi:10.1111/j.0952-3383.2004.00352.x · Cited by 70 · see citing works
Preventive screening for early readers: Predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Goffreda, C. T., DiPerna, J. C., & Pedersen, J. A. (2009) · Psychology in the Schools · doi:10.1002/pits.20396 · Cited by 70 · see citing works
Response to Intervention in Middle Schools: Practices and Outcomes
Prewett, S. L., Mellard, D. F., Deshler, D. D., Allen, J. P., Alexander, R., & Stern, A. (2012) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2012.00359.x · Cited by 69 · see citing works
A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills
Tighe, E. L., & Schatschneider, C. W. (2013) · Reading and Writing · doi:10.1007/s11145-013-9435-6 · Cited by 68 · see citing works
Teacher Knowledge About Reading Fluency and Indicators of Students' Fluency Growth in Reading First Schools
Lane, H. B., Hudson, R. F., Leite, W. L., Kosanovich, M. L., Strout, M. T., Fenty, N. S., & Wright, T. L. (2008) · Reading & Writing Quarterly · doi:10.1080/10573560802491232 · Cited by 68 · see citing works

Predicting Performance on High-Stakes Assessment for Proficient Students and Students At Risk With Oral Reading Fluency Growth
Ditkowsky, B., & Koonce, D. A. (2009) · Assessment for Effective Intervention · doi:10.1177/1534508409333345 · Cited by 13 · see citing works
Relationship between second grade oral reading fluency and third grade reading
Salvador, S. K., Schoeneberger, J. A., Tingle, L. R., & Algozzine, B. (2012) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2011.613368 · Cited by 3 · see citing works
Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension
Wanzek, J., Roberts, G., Linan‐Thompson, S., Vaughn, S. R., Woodruff, A. L., & Murray, C. S. (2009) · Assessment for Effective Intervention · doi:10.1177/1534508409339917 · Cited by 40 · see citing works
Further evidence of oral reading fluency’s utility in predicting statewide student reading proficiency
Mooney, P., McCarter, K. S., Schraven, J., Hintze, J. M., Mooney, E., Landry, D., Colclough, T., Gansle, K. A., Denny, R. K., Beckers, G. G., et al. (2008) · Laba (Lietuvos akademinių bibliotekų direktorių asociacija) · Cited by 4 · see citing works
Relationship of Oral Reading Fluency Probes on Students' Reading Achievement Test Scores
(2013) · Arizona State University Library Digital Repository (Arizona State University)

Authors: Good, R. H., Simmons, D. C., & Kame'enui, E. J.
Venue: Scientific Studies of Reading
Publisher: Informa UK Limited
Published: 2001-07
Volume: 5
Issue: 3
Pages: 257-288
ISSN: 1088-8438 (ISSN-L)
1532-799X
DOI: 10.1207/s1532799xssr0503_4
OpenAlex: W2071051632
Cited by: 545
References: 50
Citations by year: 2026: 4 · 2025: 1 · 2024: 6 · 2023: 7 · 2022: 13 · 2021: 21 · 2020: 13 · 2019: 18 · 2018: 14 · 2017: 14 · 2016: 17 · 2015: 30 · 2014: 35 · 2013: 27 · 2012: 35
FWCI: 24.94
Type: journal article
Language: en
Open access: closed
Locations: Scientific Studies of Reading (publishedVersion)
Funders: University of Oregon
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Social Sciences › Education › Early Childhood Education and Development
Keywords: early literacy, reading fluency, foundational reading skills, curriculum-based measurement, oral reading fluency, high-stakes testing, educational accountability, predictive validity, third grade, reading difficulties, instructional decision-making

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

Abstract

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks