Why should I use a general outcomes measurement approach, instead of measuring the specific reading skills I am teaching (phonemic awareness, phonics, fluency, vocabulary, comprehension)?
The purpose of a general outcomes measurement approach is to measure progress over an extended period of time using reliable, valid, quick, and easy-to-administer measures. The most commonly used general outcomes measure to monitor progress in reading is oral reading fluency. A student’s oral reading fluency is an overall indicator of how the student is performing in the major components of reading (e.g., phonics and word study, comprehension). Oral reading fluency does not directly measure comprehension, but it is often a reflection of a student’s comprehension. For example, a student who laboriously decodes words will likely have poor comprehension and a low oral reading fluency score. Using a general outcomes measure, such as a one-minute timed oral reading fluency probe, to assess a student’s reading is much more time efficient than administering oral reading fluency and IRI measures with comprehension questions, or a set of other specific reading component skills assessments. In a
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