Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers

By J. Hasbrouck, Gerald A. Tindal. 2006

604 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6215e9cdb67d615e6f9e4411d0934fab0c76da3d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Ardoin
2. John C. Begeny
3. Theodore J. Christ
4. J. Jenkins
5. H. E. Krouse
6. Sarah G Ross
7. E. Kameenui
8. Minyi Shih

In Education

1. S. Ardoin
2. Hank Fien
3. S. Baker
4. Theodore J. Christ
5. John C. Begeny
6. K. Smolkowski
7. J. Jenkins
8. H. E. Krouse

In Statistics and Probability

1. S. Ardoin
2. Hank Fien
3. John C. Begeny
4. J. Jenkins
5. S. Baker
6. H. E. Krouse
7. Sarah G Ross
8. E. Kameenui

Citations in the corpus

• Estimating Reading Growth Using Intermittent CBM Progress Monitoring (2009, methodology): “The WRC baseline means of the sample averaged 33 words below Hasbrouck and Tindal’s (2006) WRC grade-level medians.”
• Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa (2016, methodology): “Further analysis showed that while the American Hasbrouck and Tindal (2006) norms were inappropriate for the South African context, there is a case to be made that the Broward County B1 ESL ORF schema could operate as a tentative benchmarking system for ESL students in Grades 1–5 in South Africa,…”
• Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, neutral): “Similarly, only the two highest rated readiness classes had mean fluency rates near or above grade-level expectations (90 wpm; Hasbrouck & Tindal, 2006) at the end of Grade 2.”
• Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies (2009, methodology): “First, as indicated by reading fluency assessment procedures and instructional placement standards reported by Hasbrouck and Tindal (2006), all participants read between the 25th and 50th percentile (range: 46–56.5 words read correct per minute).”
• Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools (2008, background): “This represents an empirically driven pattern of growth, with greater acceleration in fluency reported in earlier grades (Fuchs et al., 1993; Hasbrouck & Tindal, 1992, 2006).”
• Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings (2008, background): “…monotonic linear trend across the academic year (Deno et al., 2001; Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993), results of some research support the alternative hypothesis that growth is nonlinear (Christ & Silberglitt, 2006; Hasbrouck & Tindal, 2006; Powell-Smith, Shinn, Stoner, & Good, 2000).”
• Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools (2010, background): “The RRI group’s year-end mean was 31 wcpm, and the TSP group mean was 25 wcpm. National norms place the year-end mean fluency rate for Grade 1 at 53 to 54 wcpm (Good et al., 2002; Hasbrouck & Tindal, 2006).”