Overview of EasyCBM Reading Measures
Easy CBM
Assessments
LN-Letter
Names
Purpose
Other Suggested Data
or Information
Possible Diagnostics
Automaticity of letter
names (Concepts of
Print)
Acquisition data on letter
names (untimed)
Automaticity of letter
sounds (Beginning
Phonic Skills)
Acquisition data on letter
sounds (untimed)
Screens automaticity of
segmenting as an
indicator for
Phonological
Awareness Skills
Screens automaticity of
phonetic words and
sight words in isolation
(Can be harder than
passage reading for
students depending on
context clues)
Other phonological
awareness skills- rhyme,
rimes, onset sounds,
blending sounds, etc.
•(Triumphs) Phonics
Screener
•Early Literacy Screener
(HM)
•Teacher data of skill
acquisition
•(Triumphs) Phonics
Screener
•Early Literacy Screener
(HM)
•Teacher data of skill
acquisition
•Early Literacy Screenerphonological awareness
areas (HM)
(Every 2 weeks)
LS-Letter
Sounds
(Every 2 weeks)
PS-Phoneme
Segmentation
(Every 2 weeks)
WRF-Word
Reading
Fluency
(Every 2 weeks)
PRF-Passage
Reading
Fluency
Screens fluency and
accuracy of oral
reading on a grade
level passage
(Every 2 weeks)
VOCABVocabulary
(Every 4-6 weeks)
MCRC-Multiple
Choice Reading
Comprehension
(Every 4-6 weeks)
20 questions using a
variety of question
structures focusing on
context clues.
Vocabulary is pulled
from list compiled by
Marzano, Kendall, and
Paynter (2008)
Screens students for
literal, inferential, and
evaluative
comprehension.
Longer passages to
check for sustained
reading, increased
February 2014
Eugene School District 4J
Acquisition of sight
words (untimed),
acquisition of phonetic
words, monitor use of
decoding strategies.
Look at/collect weekly
and unit strand data on
decoding
If accuracy is low
(<95%)- check phonic
skills and look at Word
Reading scores. Monitor
fluency when reading
passages of various
difficulty/levels.
Monitor/interview
student about how they
approach unknown
words (strategies?), Look
at/collect weekly and
unit strand data on
taught vocabulary
Weekly and unit
program assessments,
breaking out the strands
for taught
comprehension skills
and strategies
•(Triumphs) Phonics
Screener
• (HM) Phonics
Assessment
•DOLCH sight word listacquisition data
•Try progress
monitoring passages
from various levels to
find instructional level
•Debbie Diller fluency
data- looks at rate,
reading punctuation,
voice intonation, etc.
No specific diagnostic
since vocabulary is
mainly specific to
content. Monitor for use
of strategies to define
unknown words
No specific diagnostic
available, use data from
specific skills and
strategies taught,
assessed/observed in
your reading program
and instruction
Overview of EasyCBM Reading Measures
CCSS Reading
Comprehension
(Every 4-6 weeks)
rigor and enough
content for multiple
questions and question
types.
Screens students
performing below
grade level on shorter
passages, includes a
combination of
literature,
informational text, and
reading to perform a
task. *Shorter passages
do not have the rigor of
the longer passages in
the MCRC measure.
February 2014
Eugene School District 4J
Weekly and unit
program assessments,
breaking out the strands
for taught
comprehension skills
and strategies
No specific diagnostic
available, use data from
specific skills and
strategies taught,
assessed/observed in
your reading program