Oral reading fluency assessment: Issues of construct, criterion, and consequential validity

Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270-291.


Many of us in the literacy education community have been concerned about a growing emphasis on simplistic "fluency" measures that are really just measures of rate and accuracy (words correct per minute). One of the more (in)famous examples is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in which children read for one minute and are placed in intervention (or not) based on how many words they read aloud correctly during that minute. This assessment is widespread.

This article is a strong criticism of that simplistic yet widespread approach, and it could be an important study if the changes the authors (several of whom are highly-respected literacy researchers) suggest here are followed. I can only hope they are.

There is much here to contemplate, more than can be summarized briefly. I recommend all literacy educators read the article. The overarching point, though, is this: Reading is a complex process. Comprehension is the bottom line, and multiple factors interact with comprehension. Simplistic assessments do not serve us well.