Curriculum Based Measurement for Early Literacy

Oral Reading Fluency Scoring Procedures

 
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The most important piece of information is the number of words read correctly. Reading fluency is a combination of speed and accuracy.

I. WORDS READ CORRECTLY

Words read correctly are the words that are pronounced correctly, given the reading context. When counting up the total number of attempted words do not count proper nouns (particular name, place or thing) in the total word count, These words are underlined. If they are misread, cross them out but do not count them as an error.

a. The word "read" must be pronounced "reed" when presented in the context of "He will read the book", not as "red".
b. Repetitions are not counted as errors.
c. Self-corrections are not counted as error (put s/c above the word). The student can go back and correct the word.
d. Additions are not counted as errors.

II. WORDS READ INCORRECTLY

The following types of errors are counted: (a) mispronunciations (marked as /), (b) substitutions (marked as /), (c) omissions (marked with a circle around the word), and (d) reversals (marked as z). Further, words not read within 3 seconds are counted as errors.

Above each error use the scoring marks (slash, oval, and reversal sign) for each error. Write what the child says above each error.

a. Mispronunciations are words that are misread; dog for dig.
b. Substitutions are real words that are substituted for the stimulus word; e.g., dog for cat, was for were.
c. Omissions are words skipped of not read; if a student skips an entire line, each word is counted as an error.
d. Reversals are two adjacent words that are read out of order.

III. 3-SECOND RULE

If a student is struggling to pronounce a word or hesitates for 3 seconds, the student is told the word and it is counted as an error.

There may be instances when a child does not begin reading at the beginning of the passage. When this occurs, repeat the prompt "Begin" and point to the first word. If the child doesn't begin then start your timer while providing the first word. Record the first word as an error.

IV. RE-READ RULE

If a child completes the passage in less than one minute have them begin again. Say, "Begin Again," and point to the first word of the passage.

V. PRONUNCIATION

The student is not penalized for different pronunciation due to dialect, articulation, or second language preference. For example, if the student consistently says "/th/" for "/s/" when making the "s" or "c" sound. This is a professional judgment and should be based on the student's responses and any prior knowledge of the student's speech patterns. Ask the child a word that contains the sound in question in order to determine whether that sound should be recorded as an error.
 
Compiled by Project AIM Staff, University of Maryland, 1999-2000