Istation’s Indicators of Progress (ISIP) Oral Reading Fluency assessment provides the opportunity for students to demonstrate their reading accuracy through the oral reading of text and the collection of a running record. Students’ passages are recorded, and the teacher has the ability to sit with the student, observe, and later review the recording. Passages will be automatically scored shortly after the assessment, and the scores will be visible on the scoring page and reports. Teachers will have the ability to override the auto-scores and provide a manual score for the recordings.

Developed through a partnership with Boulder Learning, Inc., Oral Reading Fluency assessment uses the latest voice recognition and digital recording technology to help schools measure oral reading fluency, accuracy, and more.

Providing computer-based resources and formative data, the types of errors that can be identified include . . .

• self-correcting;
• meaning;
• syntax; and
• visual.

ISIP Oral Reading Fluency assessment provides schools with . . .

• grade-leveled passages that students read aloud and record digitally in the Istation Recording Studio;
• manual teacher scoring and automated scoring options;
• audio playback features that allow teachers to play, advance, pause, and rewind student recordings;
• online access to an archive of student recordings available to review at any time;
• scoring that analyzes oral reading proficiency and measures accuracy, fluency, and expressiveness;
• note-taking features for documenting observations and remarks;
• real-time reports for progress monitoring and determining which students require more instruction; and
• help features and virtual tours for administrative support and program instructions.

The Oral Reading Fluency assessment allows the teacher to measure and score how many words a student can read accurately. Additionally, the teacher is provided with the following tools for further analysis:

• Errors Analysis: Why did the student make this error?
• Meaning: The meaning of the text up to that point influenced the miscue (e.g., reading “puppies” instead of “dogs” in a story about dogs).
• Structure: The syntax of the text up to that point influenced the miscue (e.g., reading a word that is the same part of speech as the text so the miscue is structurally correct in the sentence).
• Visual: Any part of the printed word is visually similar to the miscue (e.g., reading “pen” instead of “pet”).

Great for English learners
ISIP Oral Reading Fluency assessment is an effective resource for students who receive English language arts instruction in English.