UC Riverside

A vast amount of research has supported the use of English CBMs to identify students at-risk of future reading difficulties. However, less research has focused on using Spanish CBMs with students receiving bilingual instruction. The purpose of this study was to assess the classification accuracy of a Spanish oral reading fluency CBM (FLO) with a group of third grade students participating in a dual immersion (DI) program and receiving 30 percent of instruction in English and 70 percent in Spanish. Overall, findings suggest that Spanish CBMs are effective tools for predicting reading performance for students who are receiving instruction in English and Spanish. Analyses revealed that the FLO measure can also be used with students with varying levels of English proficiency, including students who are English Language Learners (ELLs), English Only (EO), and Reclassified. Despite these findings, additional research is needed in order to further determine best practices when working with this designated population of students. Limitations of the study and future directions are discussed.