The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

• Published in: Scientific studies of reading 2001-07, Vol.5 (3), p.257-288
• Main Authors: Good, Roland H., Simmons, Deborah C., Kame'enui, Edward J.
• Format: Article
• Language: English
• Subjects: Evaluation Methods; High Risk Students; High Stakes Tests; Oregon Statewide Assessment Program; Primary Education; Reading Achievement; Reading Skills; Reading Tests; Student Evaluation; Validity
• ISSN: 1088-8438; 1532-799X
• DOI: 10.1207/S1532799XSSR0503_4

Educational accountability and its counterpart, high-stakes assessment, are at the forefront of the educational agenda in this era of standards-based reform. In this article, we examine assessment and accountability in the context of a prevention-oriented assessment and intervention system designed to assess early reading progress formatively. Specifically, we explore the utility of a continuum of fluency-based indicators of foundational early literacy skills to predict reading outcomes, to inform educational decisions, and to change reading outcomes for students at risk of reading difficulty. First, we address the accountability era, discuss the promise of prevention-oriented assessment, and outline a continuum of fluency-based indicators of foundational reading skills using Dynamic Indicators of Basic Early Literacy Skills and Curriculum-Based Measurement Oral Reading Fluency. Next, we describe a series of linked, short-term, longitudinal studies of 4 cohorts examining the utility and predictive validity of the measures from kindergarten through 3rd grade with the Oregon Statewide Assessment-Reading/Literature as a high-stakes reading outcome. Using direct measures of key foundational skills, predictive validities ranged from. 34 to. 82. The utility of the fluency-based benchmark goals was supported with the finding that 96% of children who met the 3rd-grade oral reading fluency benchmark goal met or exceeded expectations on the Oregon Statewide Assessment, a high-stakes outcome measure. We illustrate the utility of the measures for evaluating instruction, modifying the instructional system, and targeting children who need additional instructional support to achieve benchmark goals. Finally, we discuss the instructional and policy implications of our findings and their utility in an active educational accountability environment.