Planning and implementation of a quality education for pupils with learning difficulties in Slovenia is based on the five-step model of learning support for pupils with learning difficulties (hereinafter referred to as a five-step model). The five step model represents an effective system of support and treatment for pupils with learning difficulties, which provides flexible transitions up and down through five stages of different intensity of support. Experts note that in Slovenia a very large number of students receive the most intense learning support and treatment (received at the fifth step of the five step model). A possible reason for that could be in an inefficient implementation of the five-step model, especially its first steps. As a response to the highlighted problem within this master thesis, as one of several tests, the US curriculum based measurement model (CBM) formative test of oral reading fluency (CBM, curriculum based measurement) was adapted and tested. The test of oral reading fluency (CBM – ORF, curriculum based measurement – test of oral reading fluency) was performed on 18 different Slovenian primary schools on a sample of Slovenian third grade pupils with (N = 79, specific reading difficulty – PPPU, dyslexia) and without (N = 254, average readers) specific learning difficulties. The result of this master thesis represents an analysis of pupils’ performance on the CBM test of oral reading fluency. The results of the test were compared to pupils’ results on SNAP test of oral reading fluency, to pupils' results on the teacher's assessment of the quality of students' oral reading and to pupils' results on reading comprehension test. For a subsample of pupils, the results of the CBM test of oral reading fluency were also compared with pupil's results on the external assessment at the national level (NPZ) in sixth grade for different subject areas (Slovenian language, Mathematics and English). For the CBM test of oral reading fluency the local percentile norms for the beginning of the 3rd grade were developed. On the basis of foreign research results in this area the critical values (criteria, thresholds) of oral reading fluency, which could help in identifying students at risk for reading difficulties in reading, were suggested. On the basis of our results the psychometric characteristics of the test (reliability, validity, objectivity, sensitivity and economy) and the usefulness of the CBM test of oral reading fluency in conjunction with the Slovenian five-step model of support for pupils with learning difficulties in reading, were evaluated.
The suggested use of CBM test of oral reading fluency in Slovenia is at the level of a broad screening for detection. The CBM test is useful as an indicator of the possible presence of specific learning difficulties. As a matter of obtaining clearer picture of the source and intensity of the reading difficulties other differential tests need to be performed.
The main contribution of the master thesis is in evaluation of CBM oral reading fluency test. Its further development and usage could help in assessing problems and providing support in early reading skills acquisition within the first four stages of the Slovenian five-step model of support for pupils with learning difficulties.
The presented work and its results contribute to the development of time-efficient and simple forms of formative assessment of student progress in the area of early reading. It represents a starting point for further development of CBM tests for formative assessment of progress in reading and other basic learning skills.
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