Protocol for Administering the DRA
Before Testing
1. Find a starting point:
 Refer to last spring’s score if available
 Grades 4-8, start at grade level
 For a first grader, start at Level 3 at the beginning of the year or 10-12 midyear
2. Select the text you will be using.
 Will you be choosing the text or allowing the student to choose?
3. Assemble the assessment Materials you will need-text booklets and
Observation Guides
Administering Procedure
Only certified staff can administer the DRA. Student teachers may be trained to
give the DRA with certified staff supervision only.
1. Administer the assessment in a quiet area where other students cannot hear the
conversation (if possible)
2. Read all teacher directions exactly as stated on the Observation Guide Sheets
(Marked T)
3. Introduce the story reading the introduction exactly as listed.
4. Ask student for a prediction.
 Make note of teacher prompts
5. Ask students to read the passage and remind them they will be asked to retell the
story when they finish reading it.
6. Take a record of oral reading. (It is important that the same conventions be used
by all staff for standardization purposes).
While taking the record of oral reading, check off strategies used or keep notes
for later reference (fluency, problem solving used).
7. Ask the student to “start at the beginning and tell what happened in this story.”
Highlight or underline the information the student includes in the story retelling on
the story summary.
Calculate prompts:”Tell me more”= 1 prompt, Questions=2nd prompt, other
questions each count as additional prompts
 Note order that child retells to ascertain sequence of event.
 Clarify “Tell me more” or “questions”. Each time teacher does says either
of those, it is equivalent to a prompt (e.g. tell me more and 4 questions = 5
prompts).
8. Ask the Response Questions
9. Ask the Reading Preferences Questions (only on 1st level used in the fall)
10. Score the comprehension rubric
 In levels 18-44 step # 7 will come before step # 6
Determining the DRA Level
 90-95% accuracy rate
 Adequate comprehension (16-24) and
 Adequate fluency (3-4 on attached rubric) starting at level 6
Grade Level Ceilings:
 Kindergarten-16
 1st-28
 2nd-38
 3rd-44
*If there is adequate accuracy rate, comprehension and fluency, you will want to stop at
this level.
Once the ceiling is reached, a Literacy Coach will test the student using non-fiction text
at that level. If the student passes the non-fiction level, the coach will take the student
to the next level of fiction. The coach will conference with the classroom teacher and
the determination will be made whether to proceed to the next level. The classroom
teacher will then continue testing with fiction texts until the instructional level is reached.
If the student does not pass the non-fiction level, the coach will continue to the next
level of fiction anyway, but will meet with the teacher to devise some strategies for
attacking non-fiction text.
Finding Guided Reading Levels Based on DRA score
 The DRA level is based on a reader’s instructional level. Instructional level is
determined to be an accuracy rate of 90-95% with adequate comprehension
and fluency. Fluency does not need to be a consideration for determining the
level until a student hits level 6 of DRA.
To Progress Monitor
 If a child has a low accuracy rate, do frequent monitoring with running records
on the guided reading text. (Accuracy should be 90-95%)
 If a child is having a fluency issue, do frequent monitoring with a WPM timed
reading or listen for fluency.
 If a child is not comprehending well, do frequent monitoring with a retelling of
a story.
Oral Reading Fluency Rubric
Phrasing
1
Student reads word by word. Problem solving at difficulty is very slow.
2
Student reads word by words with some short phrases. The reader rereads and
slows down at problem solving fairly often.
3
4
Student reads in short phrases most of the time.
Student reads in longer phrases at times and with an inconsistent rate. The
reader slows down to word by word reading at points during the story and
problem solving and rereading are evident.
5
Student reads in longer phrases most of the time and with an adequate rate.
6
Student reads in longer, meaningful phrases and adjusts reading rate
appropriately. There may be a few instances of problem solving or rereading,
but the reader returns quickly to rapid phrased reading.
Intonation/Expression
1
Student reads with no intonation. The reading is monotone (consistent and
sustained pitch). There is little evidence of “reading the punctuation.”
2
Student reads with little intonation. The reading is rather monotone (little variation
in pitch). Attention to punctuation may be present, but it is not consistent.
3
Student reads with some intonation; some attention to punctuation; monotone at
times.
4
The student adjusts intonation to convey meaning at times and attends to
punctuation most of the time.
5
Student adjusts intonation to convey meaning and attends to punctuation. The
reader uses punctuation, language, and meaning with some variation in pitch.
6
Student begins to explore subtle intonation that reflects mood, pace, and tension.
There is a natural rise and fall in pitch that indicates the reader is using
punctuation, meaning and language to interpret the story.
Total Fluency Score: Add scores from phrasing and intonation; divide by 2; and round up if necessary.
Adapted from Joetta Beaver and Mark Carter’s Developmental Reading Assessment
* Italicized print gives further explanation, while regular print denotes language taken directly from the DRA.
Reading Rates (Optional)
These rates are guidelines for students at the end of the grade level. They can be used as one factor
to see if students are making suitable progress in their fluency. They should be applied with caution
because a number of factors will influence rate.
Formula for calculating reading rate: (total words in the passage) X 60 divided by time in seconds.
Grade
1
2
3
4
Fall
–
53
79
Winter
50
78
93
Spring
60
94
114
Adapted from: Hasbrouck, J.E. & Tindal, G. (1992). Curriculum-based oral reading fluency forms for students in grades 2-5.
Teaching Exceptional Children, (Spring), 41-44.