References
- ACT. (2005). Average national ACT score unchanged in 2005: Students graduate from high school ready or not. Retrieved from http://www.act.org/activity/autumn2005/readyornot.html
- Ardoin, S. P., Witt, J. C., Suldo, S. M., Connell, J. E., Koenig, J. L., Resetar, J. L., Slider, N. J., & Williams, K. L. (2004). Examining the incremental benefits of administering a maze and three versus one curriculum-based measurement reading probes when conducting universal screening. School Psychology Review, 33, 218–233.
- Barger, J. (2003). Comparing the DIBELS oral reading fluency indicator and the North Carolina end of grade reading assessment. Asheville, NC: North Carolina Teaching Academy.
- Beers, K. (2005). Elements of literature 2005: First course/Grade 7: Holt reading solutions. Austin, TX: Holt, Rinhart, & Winston.
- Brown-Chidsey, R., Davis, L., & Maya, C. (2003). Sources of variance in curriculum-based measures of silent reading. Psychology in the Schools, 40, 363–377.
- Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (FCRR Technical Report #1). Tallahassee, FL: Florida Center for Reading Research.
- Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill.
- Chall, J. S. (1995). Readability revisited: The new Dale-Chall readability formula. Cambridge, MA: Brookline Books.
- Davis, L. B., & Fuchs, L. S. (1995). “Will CBM help me learn?” Students’ perception of the benefits of curriculum-based measurement. Education and Treatment of Children, 18, 19–32.
- Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256.
- Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.
- Hartman, J. M., & Fuller, M. L. (1997). The development of curriculum-based measurement norms in literature-based classrooms. Journal of School Psychology, 35, 377–389.
- Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. Reading Teacher, 59, 636–644.
- Hintze, J. M., & Christ, J. (2004). An examination of variability as a function of passage variance in CBM progress monitoring. School Psychology Review, 33, 204–217.
- Hintze, J. M., Conte, K. L., Shapiro, E. S., & Basile, I. M. (1997). Oral reading fluency and authentic reading material: Criterion validity of the technical features of CBM survey-level assessment. School Psychology Review, 26, 535–553.
- Hintze, J. M., Daly, E. J., III, & Shapiro, E. S. (1998). An investigation of the effects of passage difficulty level on outcomes of oral reading fluency progress monitoring. School Psychology Review, 27, 433–445.
- Jenkins, J. R., Fuchs, L. S., Espin, C., Van Den Broek, P., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719–729.
- LaBerge, D., & Samuels, S. A. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
- Madelaine, A., & Wheldall, K. (1999). Curriculum-based measurement of reading: A critical review. International Journal of Disability, Development and Education, 46, 71–85.
- McGlinchey, M. T., & Hixson, M. D. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33, 193–203.
- National Assessment of Educational Progress. (2011). The nation’s report card: Reading assessments. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2011/2012457.pdf
- Ohio Department of Education. (2006). Family Report Interpretive Guide Spring 2006. Retrieved from http://www.ohiodocs.org/OGT_2006_2007/2006_OGT_Family_Report_Interp_Gd.pdf
- Ohio Department of Education. (2007). Achievement tests. Retrieved from http://www.ode.state.oh.us/proficiency/Diagnostic_Achievement/achievement-default.asp
- Palumbo, A., & Sanacore, J. (2009). Helping struggling middle school literacy learners achieve success. Clearing House, 82(6), 275–280.
- Powell-Smith, K. A., & Bradley-Klug, K. L. (2001). Another look at the “C” in CBM: Does it really matter if curriculum-based measurement reading probes are curriculum-based? Psychology in the Schools, 38, 299–312.
- Rasinski, T.V., Padak, N. D., McKeon, C. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49, 22–27.
- Rasinski, T. V., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48, 350–361.
- Runyon, R. P., Coleman, K. A., & Pittenger, D. J. (2000). Fundamentals of behavioral statistics (9th ed.). Boston, MA: McGraw-Hill.
- Shapiro, E. S., Durnan, S. L., Post, E. E., & Levinson, T. S. (2002). Self-monitoring procedures for children and adolescents. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 433–454). Bethesda, MD: National Association of School Psychologists.
- Shinn, M. R., Knutson, N., Collins, V. L., Good, R. H., III, & Tilly, D., III. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459–479.
- Vander Meer, C. D., Lentz, F. E., & Stollar, S. (2005). The relationship between oral reading fluency and Ohio proficiency testing in reading. Eugene, OR: University of Oregon.