This book provides a comprehensive overview of fluency as a construct and its assessment in the
context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition
reading and mathematics the book parses the vagueness and complexities surrounding fluency
concepts and their resulting impact on testing intervention and students' educational
development. Applications of this knowledge in screening and testing ideas for creating more
targeted measures and advanced methods for studying fluency data demonstrate the overall
salience of fluency within CBM. Throughout contributors argue for greater specificity and
nuance in isolating skills to be measured and improved and for terminology that reflects those
educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning
writers. Fluency in language acquisition reading and mathematics. Foundations of
fluency-based assessments in behavioral and psychometric paradigms. Using response time and
accuracy data to inform the measurement of fluency. Using individual growth curves to model
reading fluency. Latent class analysis for reading fluency research. The Fluency Construct:
Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers
graduate students and professionals in clinical child and school psychology language and
literature applied linguistics special education neuropsychology and social work.
