The Fluency Construct

Preface.- Chapter 1. What is Fluency?; Gina Biancarosa and Lina Shanley.- SECTION ONE: Applied Use of Fluency Measures.- Chapter 2. Indicators of Fluent Writing in Beginning Writers; Kristen D. Ritchey, Kristen L. McMaster, Stephanie Al Otaiba, Cynthia S. Puranik, Young-Suk, Kim, David C. Parker, Miriam Ortiz.- Chapter 3. Mathematics Fluency-More than the Weekly Timed Test; Ben Clarke, Nancy Nelson, Lina Shanley.- Chapter 4. Using Curriculum-Based Measurement Fluency Data for Initial Screening Decisions; Erica S. Lembke, Abigail Carlisle, Apryl Poch.- Chapter 5. Using Oral Reading Fluency to Evaluate Response to Intervention and to Identify Students not Making Sufficient Progress; Matthew K. Burns, Benjamin Silberglitt, Theodore J. Christ, Kimberly A. Gibbons, Melissa Coolong-Chaffin.- SECTION TWO: Considerations for Test Development.- Chapter 6. Foundations of Fluency-Based Assessments in Behavioral and Psychometric Paradigms; Theodore J. Christ, Ethan R. Van Norman, Peter M. Nelson.- Chapter 7. Using Response Time and Accuracy Data to Inform the Measurement of Fluency; John Prindle, Alison M. Mitchell, Yaacov Petscher.- Chapter 8. An Introduction to the Statistical Evaluation of Fluency Measures with Signal Detection Theory; Keith Smolkowski and Kelli D. Cummings.- Chapter 9. Different Approaches to Equating Oral Reading Fluency Passages; Kristi L. Santi, Christopher Barr, Shiva Khalaf, David J. Francis.- SECTION THREE: Advanced Research Methods.- Chapter 10. Using Individual Growth Curves to Model Reading Fluency; D. Betsy McCoach and Huihui Yu.- Chapter 11. Introduction to Latent Class Analysis for Reading Fluency Research; Jessica A.R. Logan and Jill M. Pentimonti.- Chapter 12. Using Latent Change Score Analysis to Model Growth and Causality in Fluency Skills; Yaacov Petscher, Sharon Koon, Sarah Herrera.- Chapter 13. Conclusion: Oral Reading Fluency or Reading Aloud from Text: An Analysis through a Unified View of Construct Validity;

Kelli D. Cummings, Ph.D., NCSP, is an Assistant Professor at the University of Maryland. Her research focuses on projects that link assessment and intervention technologies to improve student success. She has worked as a special education teacher, a school psychologist and a trainer of school psychologists; she brings these practical experiences to her work in the research community. Dr. Cummings has provided formal technical assistance and training on Problem-Solving, Response-to-Intervention and the use of Curriculum-Based Measurement for data-based decision making in schools throughout the U.S., Canada, and Great Britain. Her work is published regularly in school psychology and education journals.