Abstract
This study examined the utility of curriculum-based measures of oral reading fluency (ORF) to distinguish between gifted and general education students. Differences in reading proficiency and growth rate were assessed using cross-sectional data from more than 900 students in second through fifth grade who regularly participated in their district’s triannual universal screening. Significant differences in dynamic indicators of basic early literacy skills ORF scores were observed between gifted and general education students at all grade levels. Seasonal differences in rate of growth were observed in both groups, with more growth demonstrated at the beginning of the school year. Gifted learners did not demonstrate differential rates of growth from their general education peers. Recommendations for using these findings for practice and future research are offered.
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