Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment

The current study examined the abilities of Dynamic Indicator of Basic Early Literacy Skills Oral Reading Fluency (DORF) and the Developmental Reading Assessment (DRA) to be used as screening measures for predicting performance on the yearly state reading assessment in New York. Data from 194 students’ performance on DORF, DRA, and the English Language Arts (ELA) assessment were examined from an existing data base. Participants’ scores on the DORF and the DRA in third grade were compared to their performance on the fourth grade ELA. Screening cut scores were developed for each benchmarking period to assist in identifying students who need additional reading support and intervention. Patterns of correlations between the screening measures and the ELA were examined. Risk indicators were determined by examining receiver operating characteristic (ROC) curves and by creating screening outcome matrices. Results support DORF risk indicators 70 words read correct (WRC) or fewer in the fall, 80 WRC or fewer in the winter, and 100 WRC or fewer in the spring and DRA risk indicators of 14 or fewer in the fall and 16 or fewer in the spring. Results further support the use of the DORF and DRA as screening measures for identifying students at risk for low reading skills and failing state assessments