easyCBM Reading

easyCBM Reading is an assessment for students grades K-6 that can be used for universal screening and progress monitoring. The assessment contains eight curriculum-based measures and is consistent with a Response to Intervention (RTI) model. easyCBM Reading is designed to be administered three times per year to assess early literacy development and progress.

Contact
888-497-4290
Grades
K-6
Languages
English
Domains
Topic
Subtopics
Comprehension,
Fluency,
Phonics,
Phonological awareness,
Risk indicator,
Vocabulary
Length
Vocabulary subtest: 10-15 minutes, CCSS Reading and MCRC subtests: 20-30 minutes Letter Names, Letter Sounds, Phoneme Segmentation, Word Reading Fluency, and Passage Reading Fluency subtests (administered individually): 5-10 minutes
Price
Testing materials are free to download: https://dibels.uoregon.edu/assessment/index/material/; or $2 per student for DIBELS Data System, student reports, data management
Training
Online and on-site training available
Open Access
Yes
Administration
Group,
Individual
Scoring
Computer scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

Alonzo, J. & Anderson, D. (2018). Classification accuracy of the easyCBM kindergarten – grade 2 reading measures. (Technical Report No. 1801). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2018/06/TechRpt_1801Class…

Nese, J.F.T., Anderson, D., Irvin, P. S., & Alonzo, J. (2018). In-Brief: Reliability of the slope of the easyCBM® reading measures. (Technical Report No. 1803). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2018/11/TechRpt_1803Relia…

Wray, K., Lai, C. F., Sáez. L., Alonzo, J., Tindal, G. (2014). easyCBM beginning reading measures: Grades K-1 alternate form reliability and criterion validity with the SAT-10 (Technical Report No. 1403). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2016/05/TechRpt1403.pdf

Guerreiro, M., Alonzo, J., Tindal, G. (2014). Internal consistency of the easyCBM CCSS reading measures grades K-8 (Technical Report No. 1407). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2016/05/TechRpt1407.pdf

Alonzo, J., Park, B. J., & Tindal, G. (2013). Examining the internal structure of the easyCBM reading measures, grades K-5 (Technical Report No. 1302). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2016/05/TechRpt1302.pdf

Technical Reports. (n.d.). Retrieved December 12, 2018, from http://www.brtprojects.org/publications/technical-reports/; Alonzo, J. (2016). The Relation between easyCBM and Smarter Balanced Reading and Mathematics Assessments. Journal of School Administration Research and Development, 1(1), 17–35.

Instrument Use in Peer-Reviewed Studies

Duesbery, L., Braun-Monegan, J., Werblow, J., & Braun, D. (2012). Practical Issues in Field Based Testing of Oral Reading Fluency at Upper Elementary Grades. Studies in Educational Evaluation, 38, 121–126. https://doi.org/10.1016/j.stueduc.2012.09.002