edSpring / Edcheckup Standard Reading Passages

Oral Reading Fluency

Rating Summary

Classification Accuracyfull bubble
GeneralizabilityModerate High
Reliabilityfull bubble
Validityfull bubble
Disaggregated Reliability and Validity Datafull bubble
Efficiency
AdministrationIndividual
Administration & Scoring Time15 Minutes
Scoring KeyComputer Scored
Benchmarks / NormsYes
Cost Technology, Human Resources, and Accommodations for Special Needs Service and Support Purpose and Other Implementation Information Usage and Reporting

edSpring: Contact for cost details.

Edcheckup: Each license (or “set”) allows you to access materials, enter data, and generate reports for up to 35 students.

The cost per set is as follows:

  • If purchasing 1 – 10 sets, $100 per set
  • If purchasing 11 – 20 sets, $95 per set
  • If purchasing 21 – 100 sets, $90 per set
  • If purchasing 101 – 200 sets, $85 per set
  • If purchasing 201+ sets, $8 per set

This includes all materials and full data/reporting functionality for all subjects, which includes the following: 138 Controlled Reading passages; 23 Beginning Reading passages; 23 Writing probes; and 23 Math probes.

Computer and Internet access are required for full use of product services.

Testers will require less than 1 hour of training.

Paraprofessionals can administer the test.

edSpring

TIES
1667 Snelling Ave. N
St. Paul, MN 55108

Website: www.edspring.org

Edcheckup

Edcheckup, LLC
7701 York Ave S, Ste 250
Edina, MN 55435

Phone: 952-229-1441
Web Site:  www.edcheckup.com

edSpring / Edcheckup: Field-tested training manuals are included and should provide all implementation information.

Ongoing technical support is available.

Edcheckup Standard Reading Passages consists of equivalent sets of 23 reading passages for each grade level. Three of each set of passages are used for screening to establish students’ current level of proficiency in reading aloud from text and are used to establish cut scores for identifying students who are academically at risk as readers.

Edcheckup is individually administered and requires 10 minutes for administration and 5 additional minutes for scoring.

Scores available include: raw, standard, developmental benchmarks, and error analysis.

 

Classification Accuracy

Classification Accuracy in Predicting Proficiency on the Measures of Academic Progress (MAP)
Study 1 Total Sample Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
False Positive Rate 0.22 0.11 0.25 0.19 0.37 0.21
False Negative Rate 0.18 0.17 0.16 0.27 0.17 0.52
Sensitivity 0.82 0.83 0.84 0.73 0.83 0.48
Specificity 0.78 0.88 0.75 0.81 0.63 0.79
Positive Predictive Power 0.48 0.59 0.47 0.50 0.35 0.52
Negative Predictive Power 0.95 0.96 0.95 0.92 0.94 0.76
Overall Classification Rate 0.79 0.88 0.77 0.79 0.67 0.69
AUC (ROC) 0.86 0.94 0.85 0.84 0.85 0.89
Base Rate 0.20 0.16 0.21 0.21 0.20 0.32
Cut Points: 94.53 89.95 or 85.90* 92.83 or 104.59* 94.05 or 106.28* 101.37 or 152.99* 95.21 or 133.77*
At 90% Sensitivity, Specificity equals 0.46 0.88 0.39 0.79 0.46 0.55
At 80% Sensitivity, Specificity equals 0.80 0.90 0.75 0.80 0.64 0.87
At 70% Sensitivity, Specificity equals 0.83 0.93 0.87 0.80 0.81 0.87

*First cut point is for CBM Standard Score; second cut point is for Words Read Correctly

Classification Accuracy in Predicting Proficiency on the Measures of Academic Progress (MAP)
Study 2 Total Sample Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
False Positive Rate 0.32 0.06 0.46 0.38 0.37 0.38
False Negative Rate 0.21 0.15 0.23 0.16 0.25 0.40
Sensitivity 0.79 0.85 0.78 0.84 0.75 0.60
Specificity 0.68 0.95 0.54 0.62 0.63 0.62
Positive Predictive Power 0.43 0.79 0.37 0.44 0.35 0.27
Negative Predictive Power 0.92 0.96 0.88 0.92 0.91 0.87
Overall Classification Rate 0.71 0.93 0.60 0.68 0.66 0.62
AUC (ROC) 0.83 0.92 0.79 0.82 0.83 0.80
Base Rate 0.23 0.19 0.25 0.26 0.21 0.19
Cut Points: 101 90 103 101 102 103
At 90% Sensitivity, Specificity equals 0.39 0.75 0.40 0.37 0.37 0.48
At 80% Sensitivity, Specificity equals 0.63 0.94 0.54 0.62 0.64 0.62
At 70% Sensitivity, Specificity equals 0.85 0.96 0.77 0.85 0.70 0.62

 

Generalizability

Description of Sample:

Study 1

  • Number of States: 1
  • Size: 465
  • Gender:
    • 51.8% Male
    • 48.2% Female 
  • SES: 15.8% Eligible for free or reduced-price lunch
  • Race/Ethnicity:
    • 68.4% White, Non-Hispanic
    • 13.5% Black, Non-Hispanic
    • 11.5% Hispanic
    • 0.9% American Indian/Alaska Native
    • 5.6% Asian/Pacific Islander
  • Disability classification: 13.8% (includes Federal Setting 1 & 2 LD, EBD, OHD, ASD and Speech students)
  • First Language: 85.1% have home language of English. Other languages represented include Spanish (4.5%)

Study 2

  • Number of States: 1
  • Size: 282
  • Gender:
    • 53.4% Male
    • 46.6% Female 
  • SES: 15.3% Eligible for free or reduced-price lunch
  • Race/Ethnicity:
    • 68.0% White, Non-Hispanic
    • 13.2% Black, Non-Hispanic
    • 12.8% Hispanic
    • 1.1% American Indian/Alaska Native
    • 5.0% Asian/Pacific Islander
  • Disability classification: 11.0% (includes Federal Setting 1 & 2 LD, EBD, OHD, ASD and Speech students)
  • First Language: 84.0% have home language of English. Other languages represented include Spanish (3.9%)

Cross Validation Study Description of Sample:

Study 1

  • Number of States: 1
  • Size: 553
  • Gender:
    • 53.5% Male
    • 46.5% Female 
  • Race/Ethnicity:
    • 86.9% White, Non-Hispanic
    • 8.4% Black, Non-Hispanic
    • 2.5% Hispanic
    • 0.4% American Indian/Alaska Native
    • 1.8% Asian/Pacific Islander
  • Disability classification: 12.7% (includes LD, EBD, OHD, ASD and Speech)
  • First Language: 94.7% have English as First Language. Other languages include: Spanish (1.3%)

Study 2

  • Number of States: 1
  • Size: 522
  • Gender:
    • 52.9% Male
    • 47.1% Female 
  • Race/Ethnicity:
    • 87.4% White, Non-Hispanic
    • 7.9% Black, Non-Hispanic
    • 2.5% Hispanic
    • 0.4% American Indian/Alaska Native
    • 1.9% Asian/Pacific Islander
  • Disability classification: 12.1% (includes LD, EBD, OHD, ASD and Speech)
  • First Language: 94.8% have English as First Language

Reliability

Type of Reliability Age or Grade n (range) Coefficient SEM Information / Subjects
range median
Cronbach’s
Alpha
1 89 0.9434-0.9495 0.9446 Median = 4.04 Alpha = 0.9554
Standardized Item Alpha = 0.9582
Cronbach’s
Alpha
2 216 0.8990-0.9164 0.9016 Median = 2.56 Alpha = 0.9554
Standardized Item Alpha = 0.9582
17.9% Students of Color, 7.6% Students of Poverty, 13.4% Students with Disabilities
Cronbach’s
Alpha
3 227 0.9056-0.9152 0.9152 Median = 2.57 Alpha = 0.9554
Standardized Item Alpha = 0.9582
19.7% Students of Color, 7.5% Students of Poverty, 15.1% Students with Disabilities
Cronbach’s
Alpha
4 206 0.9048-0.9303 0.9204 Median = 2.53 Alpha = 0.9554
Standardized Item Alpha = 0.9582
23.8% Students of Color, 6.0% Students of Poverty, 13.1% Students with Disabilities
Cronbach’s
Alpha
5 255 0.8703-0.8965 0.8860 Median = 2.44 Alpha = 0.9554
Standardized Item Alpha = 0.9582
21.8% Students of Color, 5.6% Students of Poverty, 11.6% Students with Disabilities
Cronbach’s
Alpha
6 78 0.8930-0.9229 0.9046 Median = 4.61 Alpha = 0.9554
Standardized Item Alpha = 0.9582
33.3% Students of Color, 16.7% Students of Poverty, 11.5% Students with Disabilities
Split-half 1 89 0.9434-0.9495 0.9446 Median = 4.04 Guttman Split-half = 0.8844, Unequal-length Spearman-Brown = 0.9821.
Split-half 2 216 0.8990-0.9164 0.9016 Median = 2.56 Guttman Split-half = 0.8693, Unequal-length Spearman-Brown = 0.9685, 17.9% Students of Color, 7.6% Students of Poverty, 13.4% Students with Disabilities
Split-half 3 227 0.9056-0.9152 0.9152 Median = 2.57 Guttman Split-half = 0.8697, Unequal-length Spearman-Brown = 0.9679, 19.7% Students of Color, 7.5% Students of Poverty, 15.1% Students with Disabilities
Split-half 4 206 0.9048-0.9303 0.9204 Median = 2.53 Guttman Split-half = 0.8548, Unequal-length Spearman-Brown = 0.9667, 23.8% Students of Color, 6.0% Students of Poverty, 13.1% Students with Disabilities
Split-half 5 255 0.8703-0.8965 0.8860 Median = 2.44 Guttman Split-half = 0.8629, Unequal-length Spearman-Brown = 0.9538, 21.8% Students of Color, 5.6% Students of Poverty, 11.6% Students with Disabilities
Split-half 6 78 0.8930-0.9229 0.9046 Median = 4.61 Guttman Split-half = 0.8573, Unequal-length Spearman-Brown = 0.98219721, 33.3% Students of Color, 16.7% Students of Poverty, 11.5% Students with Disabilities
Alternate Forms 2 216 0.899-0.916 0.902    
Alternate Forms 3 229 0.906-0.915 0.914    
Alternate Forms 4 206 0.905-0.930 0.920    
Alternate Forms 5 255 0.870-0.897 0.886    
Alternate Forms 6 78 0.893-0.923 0.905    

 

Validity

Type of Validity Age or Grade Test or Criterion n Coefficient Information (including normative data)/Subjects
Construct 2 Measure of Academic Progress 215 0.756 16.6% Students of Color, 7.1%, Students of Poverty, 13.3% Students with Disabilities
Construct 3 Measure of Academic Progress 229 0.626 19.5% Students of Color, 7.1%, Students of Poverty, 14.2% Students with Disabilities
Construct 4 Measure of Academic Progress 206 0.694 22.3% Students of Color, 5.9%, Students of Poverty, 11.9% Students with Disabilities
Construct 5 Measure of Academic Progress 256 0.670 20.4% Students of Color, 5.4%, Students of Poverty, 11.2% Students with Disabilities
Construct 6 Measure of Academic Progress 78 0.760 34.7% Students of Color, 17.3%, Students of Poverty, 10.7% Students with Disabilities
Predictive 2 Measure of Academic Progress 204 0.764 16.4% Students of Color, 5.8%, Students of Poverty, 12.6% Students with Disabilities
Predictive 3 Measure of Academic Progress 219 0.669 18.7% Students of Color, 5.9%, Students of Poverty, 14.2% Students with Disabilities
Predictive 4 Measure of Academic Progress 195 0.661 22.1% Students of Color, 5.1%, Students of Poverty, 11.3% Students with Disabilities
Predictive 5 Measure of Academic Progress 157 0.583 17.2% Students of Color, 3.2%, Students of Poverty, 8.3% Students with Disabilities

Disaggregated Reliability, Validity, and Classification Data for Diverse Populations

Disaggregated Reliability, Validity, and Classification Data for Diverse Populations

Disaggregated Classification Accuracy

Classification Accuracy in Predicting Proficiency on the Measures of Academic Progress (MAP)
Study 1 African American Hispanic American Poverty
False Positive Rate 0.256 0.303 0.359
False Negative Rate 0.214 0.200 0.222
Sensitivity 0.786 0.800 0.778
Specificity 0.744 0.697 0.641
Positive Predictive Power 0.524 0.545 0.600
Negative Predictive Power 0.906 0.885 0.806
Overall Classification Rate 0.755 0.729 0.697
AUC (ROC) 0.816 0.810 0.776
Base Rate 0.264 0.313 0.409
Cut Points: CBM Standard Score 104.2 96.3 96.4
At 90% Sensitivity, Specificity equals 31.8% 51.5% 45.6%
At 80% Sensitivity, Specificity equals 74.4% 69.7% 64.1%
At 70% Sensitivity, Specificity equals 92.3% 76.7% 69.2%

 

Classification Accuracy in Predicting Proficiency on the Measures of Academic Progress (MAP)
Study 2 African American Hispanic American Poverty
False Positive Rate 0.400 0.348 0.435
False Negative Rate 0.00 0.133 0.160
Sensitivity 1.00 0.867 0.840
Specificity 0.600 0.652 0.565
Positive Predictive Power 0.368 0.619 0.677
Negative Predictive Power 1.00 0.882 0.765
Overall Classification Rate 0.676 0.737 0.708
AUC (ROC) 0.967 0.832 0.802
Base Rate 0.189 0.395 0.521
Cut Points: CBM Standard Score 84 101 95
At 90% Sensitivity, Specificity equals 87% 52% 52%
At 80% Sensitivity, Specificity equals 96% 61% 74%
At 70% Sensitivity, Specificity equals 96% 91% 78%

Disaggregated Reliability

Type of Reliability Grade n Coefficient SEM Information /Subjects
range median
Cronbach’s Alpha 2 19 0.9554-
0.9658
0.9633   African American Students
Alpha = 0.9844
Standardized item Alpha = 0.9868
Cronbach’s Alpha 3 20 0.8162-
0.8811
0.8173   African American Students
Alpha = 0.9382
Standardized item Alpha = 0.9396
Cronbach’s Alpha 4 25 0.8720-
0.9018
0.8989   African American Students
Alpha = 0.9543
Standardized item Alpha = 0.9608
Cronbach’s Alpha 5 25 0.9011-
0.9289
0.9241   African American Students
Alpha = 0.9671
Standardized item Alpha = 0.9711
Cronbach’s Alpha 6 9 0.9749-
0.9899
0.9825   African American Students
Alpha = 0.9929
Standardized item Alpha = 0.9941
Split-half 2 19 0.9554-
0.9658
0.9633 Median =
9.50
African American Students
Guttman Split-half = 0.8853, Unequal-length Spearman-Brown = 0.98900.
Split-half 3 20 0.8162-
0.8811
0.8173 Median =
8.51
African American Students
Guttman Split-half = 0.8167, Unequal-length Spearman-Brown = 0.9224,
Split-half 4 25 0.8720-
0.9018
0.8989

Median =7.01

African American Students
Guttman Split-half = 0.8652, Unequal-length Spearman-Brown = 0.9556,
Split-half 5 25 0.9011-
0.9289
0.9241 Median =
6.40
African American Students
Guttman Split-half = 0.8675, Unequal-length Spearman-Brown = 0.9772,
Split-half 6 9 0.9749-
0.9899
0.9825 Median =
16.78
African American Students
Guttman Split-half = 0.8923, Unequal-length Spearman-Brown = 0.9943,
Alternate Form 2 19 0.955-0.966 0.963   African American
Alternate Form 3 20 0.816-0.881 0.817   African American
Alternate Form 4 25 0.872-0.902 0.899   African American
Alternate Form 5 25 0.901-0.929 0.924   African American
Alternate Form 6 9 0.975-0.990 0.983   African American

Disaggregated Validity

Type of Validity Grade Test or Criterion n Coefficient Information/Subjects
median
Construct 2 Measure of Academic Progress 18 0.854 African American students
Construct 3 Measure of Academic Progress 20 0.774 African American students
Construct 4 Measure of Academic Progress 25 0.688 African American students
Construct 5 Measure of Academic Progress 25 0.580 African American students
Predictive 2 Measure of Academic Progress 16 0.831 African American students
Predictive 3 Measure of Academic Progress 20 0.665 African American students
Predictive 4 Measure of Academic Progress 24 0.689 African American students
Predictive 5 Measure of Academic Progress 15 0.775 African American students
Construct 3 Minnesota Comprehensive Assessment 20 0.518 African American students
Construct 4 Minnesota Comprehensive Assessment 25 0.637 African American students
Construct 5 Minnesota Comprehensive Assessment 25 0.514 African American students