Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students’ response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading evaluation [CORE]) with Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower root mean square error, and higher R², sensitivity, specificity, and area under the curve values). These results suggest increased measurement precision for the model-based CORE scores compared with Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment.

基于课程的口语阅读流利度测量 (CBM-R) 被用作阅读能力的指标，并衡量处于风险中的学生对阅读干预的反应，以帮助确保有效的教学。本研究的目的是比较基于模型的每分钟正确阅读 (WCPM) 分数（计算机化口语阅读评估 [CORE]）与传统 CBM-R WCPM 分数，以确定哪个提供更可靠的增长估计并展示更好的预测性能阅读理解和国家阅读考试成绩。结果表明，总体而言，CORE 具有更好的 (a) 增长内特性（斜率估计的 SD 更小和更高的可靠性），以及 (b) 预测性能（更低的均方根误差和更高的 R ²、灵敏度、特异性和曲线下面积值）。这些结果表明，与传统 CBM-R 相比，基于模型的 CORE 分数的测量精度更高，为 CORE 可用于后续评估提供了初步证据。