Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Difficulty Level | 1 |
| Elementary School Students | 1 |
| Emergent Literacy | 1 |
| Grade 2 | 1 |
| Progress Monitoring | 1 |
| Readability | 1 |
| Reading Fluency | 1 |
| Reading Tests | 1 |
| Test Format | 1 |
| Test Items | 1 |
Source
| Assessment for Effective… | 1 |
Author
| Baker, Scott K. | 1 |
| Basaraba, Deni | 1 |
| Chaparro, Erin A. | 1 |
| Fien, Hank | 1 |
| Park, Yonghan | 1 |
| Smith, Jean L. Mercier | 1 |
| Stoolmiller, Mike | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkChaparro, Erin A.; Stoolmiller, Mike; Park, Yonghan; Baker, Scott K.; Basaraba, Deni; Fien, Hank; Smith, Jean L. Mercier – Assessment for Effective Intervention, 2018
Progress monitoring has been adopted as an integral part of multi-tiered support systems. Oral reading fluency (ORF) is the most established assessment for progress-monitoring purposes. To generate valid trend lines or slopes, ORF passages must be of equivalent difficulty. Recently, however, evidence indicates that ORF passages are not equivalent,…
Descriptors: Reading Fluency, Reading Tests, Grade 2, Difficulty Level
