Comparing the Growth and Predictive Performance of a Traditional Oral Reading Fluency Measure With an Experimental Novel Measure

Abstract

Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students’ response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading evaluation [CORE]) with Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower root mean square error, and higher R2, sensitivity, specificity, and area under the curve values). These results suggest increased measurement precision for the model-based CORE scores compared with Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment.