AAR HHDHDHHRERBEUEBERELBUEEDA SKILL ASSESSED Oral Reading Fluency Grade Level 1-6 Language English Grouping Individual ‘Approximate Testing Time 10-15 Minutes Materials + Three Teacher Passages per grade-level (pp.€3-100) Three Student Passages per grade-level (pp. 102-118) Timer or stopwatch IMASLR: Multi-Level Academic Skills Inventory ~ Revised © Kenneth [Link], Michelle . [Link] [Link] & Mada Kay Morehead (Original dition: Kenneth W. Howell Stanley [Link] & Mada Kay Morehead) For information: MASI@comeastnet [Link]évalarg MSU eC LT a iearg Anise) > WHAT The MASLR Oral Reading Fluency Measures represent a portion of the Multi-Level Academic Skills Inventory, Revised (MASI-R) by Howell, et al. The measures consist of Student and Teacher record versions of three oral reading fluency (ORF) curriculum-based measures (CBM) at each of Grades 1-6. “These CBM measures are designed to sample a student’ oral reading, fluency and may be used up to three times a year. The results of the screening can help determine if there is reason to further explore student educational needs or to adjust curriculum or instruction. > WHY The literature documenting the relationship between reading fluency and reading comprehension is extensive, and indicates a linkage that is both causal and reciprocal. Oral reading fluency is a general outcome measure, It makes use of the complex and interactive tasks at the upper levels of reading skill sequences, tasks that depend on the use of many lower-level and prerequisite skills. Success on a general outcome measure suggests success on the prerequisites, making ORF a proxy for multiple reading skills and processes. When students read passages accurately and fluently, it can be assumed thar they have mastered the lower-level skill and processes that are required, but are not explicitly observed, during passage reading, > HOW Thereare three Student Passages and three Teacher Passage and Direction pages for each of grade levels 1-6. Each Student Passage and Teacher Passage is on a separate page. Each Teacher Passage has a code identifying the passage, which should match the one on the Student Passage. Each also has a place for recording information about the student, conditions of assessment and results. Administer all chree passages in one session and then calculate the median score. Types of errors are noted on page 79. ASI-R ORAL READING FLUENCY MEASURES én 77The directions to be read to the student are given on each Teacher Passage and Direction page. The directions are the same for each passage, but are to be read every time a passage is administered. The directions are: 1. Place the copy of the student passage in front of the student. 2, Place the teacher/examiner copy on clipboard so the student can not see it. 3. Say: When I say begin start reading aloud at the top of the page. Read across the page (point to the first line of the passage). Begin. (Trigger stopwatch or timer for one minute) 4, Follow along on the teacher/examiner copy as the student reads and put a slash (/) through any incorrect words. 5. At the end of one minute, say: Thank You. Mark the last word read with a bracket. Note that ifa student hesitates to correctly pronounce a word, after three seconds the student is told the word and an error is scored. Note also that the directions say Begin to start and Thank ‘you to finish. Do not substitute language that might suggest the Auency assessment isa race, such as Ready get et, GO! or Stop! Be sure you are familiar wich the timer and have a way to mark errors out of range of the student’s vision (e.g., behind a clip- board or sitting to the side). There are three calculations necessary to determine student results for each passage: rate correct per minute (wepm), rate incorrect per minute (wepm), and accuracy. Caleulate a student's rate correct, or fuency, on each passage by subtracting the number of errors from the total number of words read in one minute, Enter that number in the box labeled rate correct on the Teacher Passage and Direction page. Enter the number of errors in one minute in the space labeled rate incorrect, Determine accuracy by counting the number of errors 78 > WASI-R ORAL READING FLUENCY MEASURES LBHnMnnititrrrevrnannnnnnw nna0 I —e—eeeE eee | prior to the 100ch word mark & and subsracting this number from 100, Enter this in the space labeled accuracy. ‘The 100th word mark A appears only on the Teacher Passage and Direction page. For reporting [Link] the forms in the Appendix, use the median score for each parameter from the scores on all three passages. The median score is the middle (not average) score. ‘The MASLR passages provided here have not been explicitly aligned with any particular published instructional program, nor does their inclusion in this publication constitute an endorsement of other tests or measures in this publication, Mean orcs * Wordis skipped | + Words nt pronounced correctly within 3 seconds + Words mispronounced + Words repeatedly mispronounced later intext ach ntance The following is not marked as an error: + Student self corrects word within 3 seconds | + variations in pronunciation due to dialect + Insertions/added words > WHAT IT MEANS Referto the Hasbrouck, & Tindal 2005 Oral Reading Fluency Norms on page 80 to deter- mine the percentile rank of individual student scores for cach grade level. For a discussion of performance criteria for fluency and fluency scores, see pages A18-A21 in the Appendix. > WHAT'S NEXT? Referto the Diagnostic Plan for each grade level, on pages 14 to 15, to determine appropriate instruction or further diagnostic measures. Also, see pages A18-A21 for further discussion of problem solving student educational needs. Students with performance on the MASI-R Measures falling below the 50th percentile of the Hasbrouck & ‘Tindal 2005 Oral Reading Norms may need this attention. MASI-R ORAL READING FLUENCY MEASURES > 79