Statistical equating with measures of oral reading fluency

Anthony D. Albano, Michael C Rodriguez

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


Recent research on curriculum-based measurement of oral reading fluency has revealed important issues in current passage development procedures, highlighting how dissimilar passages are problematic for monitoring student progress. The purpose of this paper is to describe statistical equating as an option for achieving equivalent scores across non-parallel reading passages. The psychometric and design properties of words-correct scores are examined, and the requirements of traditional equating methods are discussed. Simulated and empirical words-correct scores are used to demonstrate the steps in the equating process and the situations in which each method is most appropriate.

Original languageEnglish (US)
Pages (from-to)43-59
Number of pages17
JournalJournal of school psychology
Issue number1
StatePublished - Feb 2012


  • Assessment
  • Curriculum-based measurement
  • Curriculum-based measurement of reading
  • Equating
  • Oral reading fluency
  • Progress monitoring


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