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Predicting Performance on High-Stakes Assessment for Proficient Students and Students At Risk With Oral Reading Fluency Growth

¹ Lincolnwood School District 74, Illinois
² Illinois Positive Behavior Support and Interventions Network, LaGrange Park; Aurora University, Illinois

^* To whom correspondence should be addressed. E-mail: ecnook_d{at}comcast.net.

	Abstract

The current study examines the predictive relationship of Dynamic Indicators of Basic Early Literacy Skills oral reading fluency (DORF) scores to high-stakes test performance. Data were collected from 423 students. The participants were divided into three groups based on the level of progress that was made from the fall to the spring benchmark period. A descriptive, nonexperimental design was followed by a quasiexperimental examination of the relations between progress measured by DORF and results of high-stakes testing. Results indicate that progress in oral reading is meaningful in terms of fluency and high-stakes outcomes. In addition, progress measured using oral reading fluency increases the chances of students with special education needs meeting standards on high-stakes tests. Implications of the findings are presented.

First published on May 4, 2009
Assessment for Effective Intervention 2009, doi:10.1177/1534508409333345


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