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Tytuł:
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Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty
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Autorzy:
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Oslund, Eric L.
Hagan-Burke, Shanna
Simmons, Deborah C.
Clemens, Nathan H.
Simmons, Leslie E.
Taylor, Aaron B.
Kwok, Oi-man
Coyne, Michael D.
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Deskryptory:
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Predictive Validity
Formative Evaluation
At Risk Students
Kindergarten
Reading Difficulties
Longitudinal Studies
Phonological Awareness
Reading Skills
Alphabets
Word Recognition
Structural Equation Models
Preschool Curriculum
Elementary School Students
Emergent Literacy
Reading Fluency
Reading Tests
Pretests Posttests
Student Characteristics
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Język:
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English
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Źródło:
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Journal of Learning Disabilities. Nov-Dec 2017 50(6):712-723.
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Dostępność:
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SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: ; Web site: http://sagepub.com
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Recenzowane naukowo:
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Y
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Page Count:
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12
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Data publikacji:
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2017
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Sponsoring Agency:
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Institute of Education Sciences (ED)
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Contract Number:
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R324E060067
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Typ dokumentu:
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Journal Articles
Reports - Research
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Education Level:
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Kindergarten
Primary Education
Early Childhood Education
Preschool Education
Elementary Education
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Assessment and Survey Identifiers:
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Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Woodcock Reading Mastery Test
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DOI:
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10.1177/0022219416664866
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ISSN:
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0022-2194
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Abstractor:
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As Provided
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Liczba referencji:
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37
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IES Funded:
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Yes
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Data wpisu:
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2017
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Numer akcesji:
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EJ1157259
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This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive validity of measures changed across the kindergarten year. Participants consisted of 137 kindergarten students whose reading development was assessed four times from October to February. Measures aligned with content taught in the curriculum and assessed a range of phonologic, alphabetic, and word-reading skills. Results from structural equation modeling indicate that 36.3% to 65.2% of the variance was explained on the latent decoding outcome and 62.0% to 86.8% on the latent phonological outcome across the four time points. Furthermore, the predictive validity of specific skills increased over the kindergarten year, with more complicated tasks (e.g., word segmentation) becoming more predictive at subsequent measurement occasions. Results suggest that curriculum-embedded measures may be viable tools for assessing and predicting reading performance.