Generalizability of oral reading fluency measures: Application of G theoryto curriculum-based measurement

The purpose of this study was to demonstrate the use of Generalizability (G ) theory as an alternative method of validating direct behavioral measures. Reliability and validity from a classic test score theory are explored and rephrased in terms of G theory. Two studies that used oral reading fluency measures within a curriculum-based measurement (CBM) approach are examined with G theory. Results indicate that CBM oral reading fluency measures are highly dependable and can be reliably used to make both between individual (nomothetic) and within individual (idiographic) decisions.