Unlike rate and accuracy, prosody is more difficult to measure reliably, but it is often important to assess.
To measure prosodic reading, the teacher listens to a student orally read an independent-level passage and then compares the characteristics of the student’s prosodic reading to a rating scale or rubric.
Prosodic reading rubrics may include stress, phrasing, intonation, expression, pauses, attention to punctuation, etc.
Except for first grade, students should be screened at the beginning of the year and monitored three times a year. (fall, winter, and spring)
Monitoring for those not making adequate progress should be at least one or two times a month.
Less is known about the usefulness of ORF screening and monitoring of adolescent students. The average levels of oral reading fluency stabilize at around 150 WC for students at the end of 6 th -8 th grades, when reading grade level texts.
Some researchers believe that Maze CBM may be a better predictor of upper-grade students’ future reading performance than ORF CBM.
In Maze CBM, a student reads a passage silently rather than aloud; at about every seventh word the student must choose the word that makes the most sense in the sentence from a group of three possible words. This cloze type assessment appears to be slightly more valid than ORF for its relationship to comprehension.