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Assessment for Effective Intervention
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Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Curriculum-Based Assessments

Matthew K. Burns

Central Michigan University, Center for Assessment and Educational Data

James A. Tucker

University of Tennessee at Chattanooga

Andrea Hauser

Central Michigan University

Renee L. Thelen

Central Michigan University

Katherine J. Holmes

Central Michigan University

Kelly White

Central Michigan University

Curriculum-based assessment for instructional design and curriculum-based measurement both involve measurements of reading fluency, which are often interpreted through comparisons to local norms. However, local norms are not always available and some scholars argue for a criterion-referenced approach when making instructional decisions. The current study examined the relationship between reading fluency and comprehension by having 49 third- and fourth-grade students orally read four passages from standardized reading assessment tools with an incremental increased percentage (0%, 10%, 20%, and 30%) of scrambled words. The number of words read correctly/minute and percentage of comprehension questions correctly answered were recorded. A suggested criterion of approximately 50 words/minute was found using the mean fluency rate of the highest passage in which students demonstrated adequate comprehension, but a wide range of normalcy was also noted. Suggestions for future research are included.

Assessment for Effective Intervention, Vol. 28, No. 1, 1-7 (2002)
DOI: 10.1177/073724770202800101
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