ORAL READING FLUENCY AND AUTHENTIC READING MATERIAL - CRITERION VALIDITY OF THE TECHNICAL FEATURES OF CBM SURVEY-LEVEL ASSESSMENT

This study assessed the effects of curriculum on the technical feature s of survey-level curriculum-based measurement (CBM) in reading. Parti cipants were 57 students in grades 2 through 4. Survey-level CBM readi ng passage probes from literature-based basals and authentic reading m aterial ranging from first-through fifth-grade difficulty and a teache r-administered test of reading comprehension were administered to all students within a two-week period. Results indicated that the correlat ion between survey-level CBM and reading comprehension was similar reg ardless of the material used for assessment. Developmental fluency rat es also were similar across the two curricula. Overall, findings suppo rt the use of the CBM oral reading metric as a valid measure of readin g.