Abstract
This study investigated the utility of oral reading rate as a metric in monitoring students’ progress over time when instruction was occurring in a literature-based curriculum. Participants included 28 second-grade and 30 fifth-grade students who were currently receiving their primary reading instruction in a literature-based series. Curriculum-based measurement (CBM) probes were administered to these students twice a week over a 10-week period to monitor their progress in reading. Resulting data suggests that the CBM oral reading rate is an effective metric for use with students who are being instructed in a literature-based reading series.
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