MASI-R Oral Reading Fluency Measures

MASI-R Oral Reading

Fluency Measures

Overview

• Individually administered• Takes approximately 5 minutes• Two or Three, 1 minute, grade level

passages are read• Provides a sample of a student’s oral

reading fluency (rate and accuracy of reading)

Rationale

When students read accurately and fluently, it typically means they have mastered the prerequisite skills and processes necessary to read.

These skills are not observable while reading, but show up with

high scores in reading rate and accuracy.

Preparing

What you will need… • Copies of Teacher Passage & Directions: 6A, 6B, & 6C• Corresponding Student Passages: 6A, 6B, 6C• Clipboard• Colored pen for examiner• Preset timer to count down for one

minute

Take a few minutes to review the materials you will use for this assessment.

Administering

Administering

• Place Student Passage in front of student.

• Hold Teacher Passage and timer out of student’s view.

• Read directions to student. • Do NOT say Ready,

Get Set, Go!

or Stop!

Administering

- Put a slash (/) on Teacher Passage through any words read

incorrectly.- Provide word if not read within 3 sec. & mark incorrect.- At end of one minute, say Thank

You & place bracket (]) on Teacher Passage after last word read.

- Remove Student Passage.- Continue with remaining passages.

Errors…What Counts?

Word is:

•Skipped

•Mispronounced

•Not pronounced correctly within 3 seconds

•Repeatedly mispronounced, each instance

Errors…What Doesn’t Count

Word is:

•corrected within 3 seconds

•Pronounced differently due to dialect

•Inserted/added words

Scoring

Scoring each passage for RATE

• Calculate Rate Correct by subtracting # of errors from total # of words read in 1 min.

• Rate Correct is Words Correct Per Minute (WCPM).• Find the median score by placing the scores in

numerical order and finding the one in the middle

• Write this in Rate Correct box at top of Teacher Passage.

Example: Teacher Passage & Directions: 6-C

There are three basic types of snowflakes. The first 9

type is called “stellar,” and is the one most people 19

remember. Stellar flakes are feathery with small centers. 27

They form when it’s not extremely cold and when the clouds are 39

low and wet. Because they cling together when falling, it 49

sometimes appears as if they are descending in great, downy 59

clumps. The second variety of snowflake is called a “plate” 69

snowflake and this formation appears almost rock-solid in compact 79

configurations with six clearly seen outer edges. They form 88

when it’s exceptionally cold and when clouds are elevated and 98

almost dry. ▲ The final type of snowflake is a combination of the 110

other two. It has a plate-like center with feathering arms. 121

Teacher Passage & Directions:6-C There are three basic types of snowflakes. The first 9

type is called “stellar,” and is the one most people 19

remember. Stellar flakes are feathery with small centers. 27

They form when it’s not extremely cold and when the clouds are 39

low and wet. Because they cling together when falling, it 49

sometimes appears as if they are descending in great, downy 59

clumps. The second variety of snowflake is called a “plate” 69

snowflake and this formation appears almost rock-solid in compact 79

configurations with six clearly seen outer edges. They form 88

when it’s exceptionally cold and when clouds are elevated and 98

almost dry. ▲ The final type of snowflake is a combination of the 110

other two. It has a plate-like center with feathering arms. 121

110 Cumulative Words at End of Line - 2 Words Not Read in that Line108 Total Words that Student Read - 3 Errors (# of slash marks)105 Rate Correct (WCPM)

Rate Correct: 105

Calculating Rate (WCPM)

EXAMPLE: Student’s 3 Scores:

96 95 105In numerical order:

95 96 105

Scoring each passage for ACCURACY

• Calculate Accuracy by dividing rate by total words read

• Find the median score by placing the scores in numerical order and finding the one in the middle

• Write this in Rate Correct box at top of Teacher Passage.

Calculating Accuracy on 6-C

Rate Correct/WCPM = % Accuracy Total Words Read

105 108 = 97% Accuracy*Find Median Accuracy(this may be on a different passage than the (wcpm) measure)

Calculating Accuracy

EXAMPLE: Student’s 3 Scores:

92 98 97In numerical order:

92 97 98

Interpreting Scores

GROWTH GOAL

• 5 MORE WORDS CORRECT PER MINUTE!

• SO 80 words average…• Then End of the Summer-85 word average!

San Diego Quick

Assessment

Overview

• Assesses identification of grade level words out of context

• Consists of 13 graded word lists• Identifies a students instructional level• Individually administered• Untimed• Takes approximately 5 minutes to administer

Rationale

Rationale Weak readers tend to rely heavily on

context and recognize words within connected text more easily than in

isolation.Proficient readers generally do not rely

on context to decode accurately and typically perform just as well reading

words in or out of context.

Preparing

You will need…

• Copies of Record Form (1 page)• One copy of Student Material (2 pages) (placing this in a sheet protector for repeated

use helps save on copies)• Blank paper to cover lists until they are read

(reduces visual stimulation)• Pencil and clipboard for examiner use

Take a few minutes to review the materials you will use for this assessment.

Administering

Administering

• Begin with a list two or three levels below student’s grade placement.

• Use paper to cover words not being read.

• Say “Next” to signal student to move paper down & read next word aloud.

Administering• Mark errors on copy of record form.

• Encourage student to attempt unfamiliar words.

• Allow up to five sec. per word if needed.

• Have student continue reading successive lists until they make three or more errors in one list.

Scoring

Record the highest grade level for each:

• Independent = 1 or fewer errors• Instructional = 2 errors• Frustration = 3 or more errors

Interpreting Scores

What does this mean?

A student’s reading level is considered to be his instructional

reading level, the highest list with at least 8 words read

correctly.

Using Hasbrok and Tindal Chart1. Use Norms Table2. Find row for student’s grade Use Grade 8 for HS3. Locate appropriate column: FALL,

WINTER, or SPRING4. Determine PERCENTILE based on Median Score (WCPM)5. Accuracy should be above 95%

Using Hasbrok and Tindal Chart

SCORING INTERPRETATION I

EXAMPLE:9th grader Traditional calendar school

Median Score: 96 WCPM < 10 th Percentile

Look in row for Grade

8.

Look in column

for SPRING.

Practicing

MASI-R Oral Reading Fluency Measures

PRACTICE1. Get copy of Teacher

Passage & Directions: 6-C. 2. As you listen to the

student read aloud, mark errors with a slash (/).

3. Compare with examiner’s marks.

Next Steps

Next Steps…

• Depending on additional data points available and the students scores, it may be advisable to continue assessing to determine if there are underlying reading issues.

• The CORE Vocabulary Screening, MASI-R Oral Reading Fluency Measure and the San Diego Quick Assessment of Reading Ability are recommended if a student scores below strategic on the MAZE.

• Continue with the San Diego Quick Assessment.