A Study of the Relationship Between Elementary School Students' Performance on Progress Monitoring Measures of Oral Reading Fluency and Reading Comprehension to the Pennsylvania System of School Assessment
Date of Submission
Doctor of Psychology (PsyD)
Robert A. DiTomasso, PhD, ABPP
George McCloskey, PhD, Chairperson
Terri Erbacher, PhD
Eloise Boccella, EdD
National education legislation has mandated school district accountability for demonstrating student reading progress. As a result, Response to Intervention models promote benchmark assessments to identify at-risk students and promote proficiency on state assessments. The current study examined third and fourth grade students’ Response to Intervention data and standardized assessments from a suburban school district to determine if Oral Reading Fluency (ORF) and reading comprehension benchmark assessments (4Sight assessments) have utility in predicting performance on the Pennsylvania System of School Assessment (PSSA). Results from the current study expanded prior research by analyzing individual benchmark assessments with yearly state assessments. Analyses identified that benchmark assessments of reading comprehension were found to be better indicators of Proficient performance on the PSSA than ORF measures.
Weinstein, Elana E., "A Study of the Relationship Between Elementary School Students' Performance on Progress Monitoring Measures of Oral Reading Fluency and Reading Comprehension to the Pennsylvania System of School Assessment" (2011). PCOM Psychology Dissertations. 204.