Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

2018 ◽  
Vol 44 (4) ◽  
pp. 241-255 ◽  
Author(s):  
Nathan H. Clemens ◽  
Yu-Yu Hsiao ◽  
Leslie E. Simmons ◽  
Oi-man Kwok ◽  
Emily A. Greene ◽  
...  
Keyword(s):  
Reading Skills ◽  
Progress Monitoring ◽  
Kindergarten Students ◽  
Reading Difficulty ◽  
Phoneme Segmentation ◽  
Computer Adaptive Test ◽  
Letter Naming ◽  
Adaptive Test ◽  
School Year ◽  
Letter Sound

Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who were considered to be at risk for reading difficulty at the start of kindergarten were monitored across the year with a set of paper-based progress monitoring measures and a computer-adaptive test. Dominance analyses were used to determine the extent to which each measure uniquely predicted year-end reading skills relative to other measures. Although the computer-adaptive test was the most dominant predictor at the start of the year over letter sound fluency, letter naming fluency, and phoneme segmentation fluency, letter sound fluency was most dominant by December. Measures of fluency reading real words administered across the second half of the year were dominant to all other assessments. The implications for measure selection are discussed.

Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty

2016 ◽  
Vol 50 (6) ◽  
pp. 712-723 ◽  
Author(s):  
Eric L. Oslund ◽  
Shanna Hagan-Burke ◽  
Deborah C. Simmons ◽  
Nathan H. Clemens ◽  
Leslie E. Simmons ◽  
...  
Keyword(s):  
At Risk ◽  
Predictive Validity ◽  
Structural Equation ◽  
Word Reading ◽  
Kindergarten Students ◽  
Formative Assessments ◽  
Reading Difficulty ◽  
Equation Modeling ◽  
School Year ◽  
Embedded Measures

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.

Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish

2019 ◽  
Vol 53 (2) ◽  
pp. 145-159
Author(s):  
Nuria Gutiérrez ◽  
Juan E. Jiménez ◽  
Sara C. de León ◽  
Rocío C. Seoane
Keyword(s):  
Phonemic Awareness ◽  
Regression Models ◽  
Reading Skills ◽  
Roc Analysis ◽  
Operating Characteristic ◽  
Curriculum Based Measurement ◽  
Logistic Regression Models ◽  
School Year ◽  
Rti Model ◽  
Letter Sound

Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. This study examines the classification accuracy and best predictors of a set of Spanish curriculum-based measures administered during kindergarten. The study’s sample included 189 students tested in the fall, winter, and spring. Receiver operating characteristic (ROC) analysis was conducted. The composite score of the curriculum-based measurement (CBM) revealed area under the ROC curve (AUC) values of 0.83, 0.97, and 0.94 in the fall, winter, and spring, respectively. Phonemic awareness and letter-sound knowledge were the only isolated measures that demonstrated excellent AUC values throughout kindergarten. Logistic regression models showed that, when entered simultaneously, all measures were significant predictors of reading risk at some moment of the school year.

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

2017 ◽  
Vol 51 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Nathan H. Clemens ◽  
Michelle M. Soohoo ◽  
Colby P. Wiley ◽  
Yu-Yu Hsiao ◽  
Ivonne Estrella ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Growth Models ◽  
Change Score ◽  
Kindergarten Students ◽  
Word Fluency ◽  
Suggested Approach ◽  
Reading Progress ◽  
Letter Sound

Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students ( N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students’ reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.

scholarly journals Validation of a computer-adaptive test to evaluate generic health-related quality of life

2010 ◽  
Vol 8 (1) ◽  
pp. 147 ◽  
Author(s):  
Pablo Rebollo ◽  
Ignacio Castejon ◽  
Jesus Cuervo ◽  
Guillermo Villa ◽  
Eduardo Garcia-Cueto ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Health Related Quality ◽  
Computer Adaptive Test ◽  
Adaptive Test ◽  
Related Quality ◽  
Health Related

Reading Readiness Test For Kindergarten Children

2012 ◽  
Author(s):  
Kee Jiar Yeo ◽  
Othman Md. Johan
Keyword(s):  
Listening Comprehension ◽  
Reading Skills ◽  
Developmental Process ◽  
High Reliability ◽  
Reading Readiness ◽  
Kindergarten Children ◽  
Sight Words ◽  
Learning To Read ◽  
Reading Key ◽  
Letter Sound

Belajar membaca ialah suatu proses perkembangan yang berlaku secara berterusan dan kesediaan merupakan konsep yang wujud dalam pelbagai peringkat belajar membaca tersebut. Kesediaan membaca pula biasanya dikatakan sebagai peringkat paling awal dalam kemahiran membaca secara tidak formal yang membabitkan kanak-kanak. Kesediaan membaca melibatkan tret asas umum yang dapat membantu kanak–kanak memulakan alam akademiknya tanpa banyak menghadapi masalah. Sebagai usaha mengkaji kebolehan aspek kognitif dalam kemahiran membaca, ujian kesediaan membaca dalam bahasa Melayu telah dibangunkan. Ujian ini merangkumi enam aspek, iaitu diskriminasi visual, kesedaran fonologi, huruf dan hubungan huruf–bunyi, melengkapkan ayat berpandukan huruf, kata pandang–sebut, dan pemahaman lisan. Ujian ini telah diberikan kepada 130 orang kanak–kanak tadika yang dipilih secara rawak daripada enam buah tadika untuk menentukan kestabilan psikometrik ujian tersebut. Analisis uji–uji semula yang dijalankan menunjukkan bahawa ujian yang dibangunkan mempunyai kebolehpercayaan yang agak tinggi, iaitu lebih daripada 0.80, justeru menunjukkan kegunaan pragmatis ujian ini. Diharapkan ujian ini dapat membantu pihak tadika dalam mengenal pasti kanak–kanak yang memerlukan penumpuan khusus dalam proses pembelajaran merkea, terutamanya dalam aspek membaca. Kata kunci: Kesediaan; kesediaan membaca; ujian kesediaan membaca Learning to read is an on–going developmental process and readiness is just a concept in the various stages of learning to read. Reading readiness is often referred as the earliest stage of informal reading skills that involve young children. It is the basic common traits which would help a child to begin his academic endeavour without much difficulties. To study the ability of cognitive aspect on reading, a reading readiness test in bahasa Melayu was developed. This test consists of six aspects, namely visual discrimination, phonological awareness, letter and letter–sound relationship, aural cloze with letter, sight words, and listening comprehension. This test was given to 130 kindergarten children randomly selected from six kindergartens to determine its psychometric stability. A test–retest analysis shows that the test has a fairly high reliability of more than 0.80, hence suggests its pragmatic utility. It is hoped that the test would enable kindergarten authority in identifying students who need special attention in their learning process, specifically in reading. Key words: Readiness; reading readiness; reading readiness test

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

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