Test Review of Acadience Reading Diagnostic: Comprehension,Fluency,and Oral Language Assessment

Abstract

Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment (CFOL) is an individually administered diagnostic assessment published by Acadience Learning for students in kindergarten through sixth grades. The measure purportedly provides diagnostic information in story coherence/text structure, listening and reading comprehension, vocabulary and oral language, and fluency with expository and narrative texts. The skills assessed with the CFOL are designed to provide information about skills related to students’ comprehension difficulties so educators can better target comprehension interventions to support students’ specific learning needs.

Keywords

education assessment reading reliability validity

Get full access to this article

View all access options for this article.

References

American Educational Research Association American Psychological Association National Council on Measurement in Education . (2014). Standards for educational and psychological testing. American Educational Research Association.

Carlson

S. E.

Seipel

McMaster

(2014). Development of a new reading comprehension assessment: Identifying comprehension differences among readers. Learning and Individual Differences, 32(3), 40–53. https://doi.org/10.1016/j.lindif.2014.03.003

Dale

O’Rourke

(1981). The living word vocabulary. World Book.

Hopkins

W. G.

(2002). A scale of magnitudes for effect statistics. A review of statistics. https://www.sportsci.org/resource/stats/effectmag.html

Jung

P. G.

McMaster

K. L.

Kunkel

A. K.

Shin

Stecker

P. M.

(2018). Effects of data based individualization for students with intensive learning needs: A meta-analysis. Learning Disabilities Research & Practice, 33(3), 144–155. https://doi.org/10.1111/ldrp.12172

Keenan

J. M.

(2012). Measure for measure: Challenges in assessing reading comprehension. In Sabatini

J. P.

Albro

E. R.

O’Reilly

(Eds.), Measuring up: Advances in how we assess reading ability (pp. 77–87). Rowman & Littlefield.

Landis

J. R.

Koch

G. G.

(1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2), 363–374. https://doi.org/10.2307/2529786

National Center on Intensive Intervention . (n.d.). Academic screening tools chart. National Center on Intensive Intervention at the American Institutes for Research. https://charts.intensiveintervention.org/ascreening?_gl=1*1biq59y*_ga*NjA0MjM4MTI4LjE3MDQ5MzY3ODc.*_ga_8HTR3VBRFZ*MTcxMDE3MjA3NC4xMC4wLjE3MTAxNzIwNzQuMC4wLjA

National Governors Association Center for Best Practices, Council of Chief State School Officers . (2010). Common Core state standards. Author.

10.

Powell-Smith

K. A.

Dewey

Latimer

Warnock

(2015). Acadience reading diagnostic CFOL validation study technical report. Acadience Learning.

11.

Powell-Smith

K. A.

Kaminski

R. A.

Good

R. H.

III . (2021). Acadience reading diagnostic: Comprehension, fluency, and oral language (CFOL). Acadience Learning.

12.

Salvia

Ysseldyke

J. E.

Bolt

(2017). Assessment in special and inclusive education (13th ed.). Cengage Learning.

13.

van den Broek

Espin

C. A.

(2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41(3), 315–325. https://doi.org/10.1080/02796015.2012.12087512

14.

Welland

J. B.

Singell

E. L.

Lembke

E. S.

Burns

M. K.

(2024). Data does not have to be a four-letter word: Using data to improve student outcomes in reading, writing, and mathematics. ReThinking Behavior.