Abstract

The purpose of this study was to assess relationships between early literacy skills of at-risk students assessed
with curriculum-based and norm-referenced measures. Participants were students in first, second, and third grade.
Trained examiners administered five curriculum-based reading passages and three norm-referenced reading
subtests to each student. Strong relationships were evident between performance on the curriculum-based oral
reading fluency assessments and the norm-referenced reading subtests of word attack, word identification and
passage comprehension skills. Findings are discussed with regard to previous research and recommendations are
provided for helping teachers and other professionals engaged in efforts to use assessment information in
response to intervention as well as in targeting instructional support needed in reading.

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