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The Fluency Construct

Curriculum-Based Measurement Concepts and Applications

  • Kelli D. Cummings
  • Yaacov Petscher

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Gina Biancarosa, Lina Shanley
    Pages 1-18
  3. Applied Use of Fluency Measures

    1. Front Matter
      Pages 19-19
    2. Kristen D. Ritchey, Kristen L. McMaster, Stephanie Al Otaiba, Cynthia S. Puranik, Young-Suk Grace Kim, David C. Parker et al.
      Pages 21-66
    3. Ben Clarke, Nancy Nelson, Lina Shanley
      Pages 67-89
    4. Erica S. Lembke, Abigail Carlisle, Apryl Poch
      Pages 91-122
    5. Matthew K. Burns, Benjamin Silberglitt, Theodore J. Christ, Kimberly A. Gibbons, Melissa Coolong-Chaffin
      Pages 123-140
  4. Recommendations for Test Developers

    1. Front Matter
      Pages 141-141
    2. Theodore J. Christ, Ethan R. Van Norman, Peter M. Nelson
      Pages 143-163
    3. John J. Prindle, Alison M. Mitchell, Yaacov Petscher
      Pages 165-186
    4. Keith Smolkowski, Kelli D. Cummings, Lisa Strycker
      Pages 187-221
    5. Kristi L. Santi, Christopher Barr, Shiva Khalaf, David J. Francis
      Pages 223-265
  5. Advanced Research Methods

    1. Front Matter
      Pages 267-267
    2. D. Betsy McCoach, Huihui Yu
      Pages 269-308
    3. Jessica A. R. Logan, Jill M. Pentimonti
      Pages 309-332
    4. Yaacov Petscher, Sharon Koon, Sarah Herrera
      Pages 333-364
  6. Back Matter
    Pages 385-386

About this book

Introduction

This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks.

Included in the coverage:

  • Indicators of fluent writing in beginning writers.
  • Fluency in language acquisition, reading, and mathematics.
  • Foundations of fluency-based assessments in behavioral and psychometric paradigms.
  • Using response time and accuracy data to inform the measurement of fluency.
  • Using individual growth curves to model reading fluency.
  • Latent class analysis for reading fluency research.

The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work.

Keywords

Curriculum-based measurement Dynamic indicators of basic early literacy skills Fluency-based assessments Latent class analysis Measurement issues in fluency No Child Left Behind Oral reading fluency Oral reading fluency passages Response to intervention and reading School psychology Special education

Editors and affiliations

  • Kelli D. Cummings
    • 1
  • Yaacov Petscher
    • 2
  1. 1.University of MarylandCollege ParkUSA
  2. 2.Florida State UniversityFlorida State University Florida Center for Reading ResearchTallahasseeUSA

Bibliographic information

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