Authentic Assessment in Oral Reading Fluency

Lilah Bruland & Lopaka M. Kins

Participants

• Sixteen first grade students• East Region school• Ten ELL students• Six English only students• Fifteen were considered benchmark students

according to DIBELS progress monitoring• One was considered needing intensive

support

Research questions

• Do students’ self-assessment of their reading abilities change after working in daily fluency centers?

• Do students’ oral reading fluency scores improve as a result of daily work in fluency centers?

• If no noticeable increase is seen, what outside influences maybe at work?

First Assessment

Usually

Some-times

Not much

I like to read

8 5 3

I think I am a good reader.

6 4 6

• Student survey given• Oral reading fluency test using cold read from DIBELS passages at a level slightly above the student’s ability• Daily fluency centers set up

•Modeling by the teacher•Working with a partner•Approximately fifteen minutes a day•A copy of the passages were sent home•New passage each week

Data

• Students were progress monitored then an average score was taken

• March and April discrepancies, due to track break?

• No correlation between language spoken in the home and fluency loss

Feb-ruary

March April0

20

40

60

80

100

120

MarianaMarisaRyan

Jord

anAnge

l

Sava

na

Tristan

Emmanuel

Seleste

Kobe

Mari

ana

Mari

sa

Angela

Shan

talRya

n

Jonath

an

Raudel

Kathy

Jalen

0

20

40

60

80

100

120

140

160

Oral Reading Fluency

FebruaryMarchApril

3 Month Benchmark

First Graders Usually

Sometimes

Not much

I like to read (1st assessment)

8 5 3

I think I am a good reader.

6 4 6

I like to read (2nd assessment)

12 3 1

I think I am a good reader.

10 5 1

•More students stated they like to read•Number of students reporting themselves as good readers almost doubled•The student who rated himself a one was also the student who scored the lowest on the DIBELS test

Conclusion

• All students increased their fluency ability• Home factors had an influence on fluency• Repeated oral reading with a partner does

build self confidence• We found the reading interview to be a useful

and positive tool for assessing students’ perceived abilites