Reading and Writing

, Volume 25, Issue 4, pp 887–915 | Cite as

Within-year oral reading fluency with CBM: a comparison of models

  • Joseph F. T. NeseEmail author
  • Gina Biancarosa
  • Daniel Anderson
  • Cheng-Fei Lai
  • Julie Alonzo
  • Gerald Tindal


This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student differences in growth. Participants were 2,465 students in grades 3–5. Hierarchical linear modeling (HLM) analyses modeled curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring with grade level and student characteristics (including special education and Limited English Proficiency status) as covariates. Results indicated that a discontinuous growth model fit the data better than a linear growth model, with greater growth in the fall than in the spring. Oral reading fluency growth rates also differed by grade and student characteristics. Implications for school practice and research are discussed.


Oral reading fluency Curriculum-based measurement Growth modeling 



This research is supported in part by grant number R305B080004 from the Institute of Education Sciences, U.S. Department of Education. Opinions expressed do not necessarily reflect the opinions or policies of the U.S. Department of Education.


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • Joseph F. T. Nese
    • 1
    Email author
  • Gina Biancarosa
    • 2
  • Daniel Anderson
    • 1
  • Cheng-Fei Lai
    • 1
  • Julie Alonzo
    • 1
  • Gerald Tindal
    • 1
  1. 1.Behavioral Research and TeachingUniversity of Oregon, 175 EducationEugeneUSA
  2. 2.University of Oregon, 102 EducationEugeneUSA

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