Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…

The purpose of this study is: (1) to investigate the underlying latent structure and cut-off scores of a teacher-rated screening form (PSC-17) for use in early elementary schools. Participants were 522 children from Grades One and Two. Exploratory Structural Equation Modeling was suggested to identify the optimal factor solution. Results indicated…

Many schools are adopting a Response to Intervention (RTI) model to support and evaluate learning (Fuchs & Fuchs, 2006). Universal screening and progress monitoring are two essential components of RTI that generally support improved student outcomes (Shinn, 2007). In many schools, teachers collect and use a tool called oral reading fluency for…

As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency was used to compare the differential decisions that might occur in…