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Abstract
In this article, we present results of a survey designed to understand teachers’ (n = 77) and students’ (n = 875) perceptions of purported negative consequences of using one-minute oral reading fluency (ORF) measures such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) ORF assessment and the aimsweb Reading CBM (R-CBM). Specifically, we investigated whether teachers and students in two districts that use these ORF measures support that use of ORF measures relates to teaching to ORF tests, increased pressure and anxiety for teachers and students, and misuse of ORF measures and results. We provide detailed results across teachers and students, and implications for practice.
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