To identify readers who are struggling or at risk of reading difficulties, reference standards in oral reading fluency (ORF) are used to conduct an assessment that is based on a widely reported method known as curriculum-based measurement (CBM), which itself is based on 1-min fluency measures. The purpose of this study was to evaluate students’ ORF (with a 1-min fluency measure) to characterize their fluency and to determine references of appropriate development in reading at the 50th percentile. For this study, a database of readings made available by the Learning Studies Research Laboratory was used. This database consisted of 365 readings by elementary-school students from the third to fifth grades in two cities in the interior of the state of São Paulo from two different public school systems that use the same teaching methodology. The data consisted of digital audio recordings of the passage “The Umbrella” (text suitable for schooling levels) of the Protocol for Assessment of Reading Comprehension procedure. For this procedure, three steps were performed: step 1—listening to the 365 readings and assessing the scores for the number of words read correctly per minute; step 2—the calculation of the mean and percentiles for each grade; and step 3—the adaptation of the reference table to indicate students eligible to receive reading fluency intervention. Third-year students who correctly read 86 or more words per minute, fourth-year students who correctly read 104 or more words per minute, and fifth-year students who correctly read 117 or more words per minute were considered students who had made adequate progress in reading. It was possible to classify students based on the 1-min fluency measures, with reference intervals of words read correctly per minute per school year (for the third, fourth, and fifth years) for those who were making adequate progress in reading and reference intervals for those who were considered readers who were struggling or at risk of reading difficulties.

中文翻译：

---

一分钟的流利度测试可识别苦苦挣扎的读者或有阅读困难的风险

为了识别苦苦挣扎或有阅读困难风险的读者，口头阅读流利度（ORF）的参考标准用于进行评估，该评估基于广为报道的被称为基于课程的测量（CBM）的方法，该方法本身就是基于1分钟的流利度指标。这项研究的目的是评估学生的ORF（以1分钟的流利度衡量）以表征其流利度，并确定在第50个百分位阅读时的适当发展参考。对于这项研究，使用了学习研究研究实验室提供的阅读数据库。该数据库由圣保罗州内陆两个城市中三至五年级的小学生的365份读物组成，这些读物来自使用相同教学方法的两个不同公立学校系统。数据由《阅读理解度评估程序规程》中“伞”段落的数字录音组成（适合学校水平的文字）。对于此过程，执行了三个步骤：步骤1-聆听365个读数并评估每分钟正确阅读的单词数的分数；第2步-计算每个年级的平均值和百分位数；步骤3 –修改参考表以表明有资格接受阅读流利干预措施的学生。三年级学生每分钟正确阅读86个单词或更多单词，四年级学生每分钟正确阅读104个单词或更多单词，五年级学生每分钟正确阅读117个单词或更多单词，被认为是取得了足够进步的学生在阅读中。