The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students

2007 ◽  
Vol 42 (4) ◽  
pp. 546-567 ◽  
Author(s):  
BRANT W. RIEDEL
Keyword(s):  
Reading Comprehension ◽  
First Grade

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.

scholarly journals Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

2018 ◽  
Vol 85 (2) ◽  
pp. 229-247 ◽  
Author(s):  
Douglas Fuchs ◽  
Devin M. Kearns ◽  
Lynn S. Fuchs ◽  
Amy M. Elleman ◽  
Jennifer K. Gilbert ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
First Grade ◽  
Component Analysis ◽  
Teaching Reading ◽  
Research And Practice ◽  
Young Readers ◽  
Moderator Analysis ◽  
Treatment Interaction ◽  
Better Than

Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program’s decoding/fluency and reading comprehension dimensions (DF and COMP), creating DF and DF+COMP treatments to parse the value of COMP. Students ( N = 125) were randomly assigned to the two active treatments and controls. Treatment children were tutored three times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.

scholarly journals The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

2011 ◽  
Vol 44 (4) ◽  
pp. 339-347 ◽  
Author(s):  
Douglas Fuchs ◽  
Donald L. Compton ◽  
Lynn S. Fuchs ◽  
Bobette Bouton ◽  
Erin Caffrey
Keyword(s):  
Reading Comprehension ◽  
Predictive Validity ◽  
Phonemic Awareness ◽  
Fixed Effects ◽  
Word Identification ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Impulsive Behavior ◽  
Alphabetic Knowledge

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students ( N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional factors: (a) “speeded alphabetic knowledge and RAN” and (b) “task-oriented behavior.” A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.

Early Positive Predictors of Later Reading Comprehension for African American Students

2003 ◽  
Vol 34 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Holly K. Craig ◽  
Carol M. Connor ◽  
Julie A. Washington
Keyword(s):  
African American ◽  
Reading Comprehension ◽  
Low Income ◽  
Oral Language ◽  
Cognitive Skills ◽  
African American Students ◽  
Shape Matching ◽  
First Grade ◽  
American Students ◽  
American Children

Purpose: This investigation examined the performance of 50 African American children on a reading comprehension test. Method: Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English. Results: Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade. Clinical Implications: The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.

Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors

2002 ◽  
Vol 26 (4) ◽  
pp. 334-344 ◽  
Author(s):  
Dina C. Castro ◽  
Bobbie B. Lubker ◽  
Donna M. Bryant ◽  
Martie Skinner
Keyword(s):  
Reading Comprehension ◽  
Low Income ◽  
Oral Language ◽  
Maternal Education ◽  
Word Identification ◽  
First Grade ◽  
Future Research ◽  
Letter Word ◽  
Reading Abilities ◽  
Verbal Analogies

This study investigated the relationship between selected child and family demographic characteristics (child age, child sex, child birth order, maternal education, and parent language status), family processes (parent-to-child reading at home, and parent expectations about child’s educational attainment), and preschool experience with poor Peruvian first-grade children’s oral language and reading abilities, and examined whether those factors help to explain differences among children living in poverty. First-grade students ( N = 137) of five schools in a poor neighbourhood of Lima, Peru participated in the study. Children were given picture vocabulary, verbal analogies, letter-word identification, and reading comprehension tests. Information about the children and their families was gathered through parent interviews. Children whose parents had higher expectations obtained higher scores on picture vocabulary, verbal analogies, letter-word identification and reading comprehension. Children who attended private and public preschools obtained higher scores in letter-word identification than those who did not attend preschool. These findings support previous research on the relevance of family beliefs, above and beyond sociodemographic variables, as contributors to children’s oral language and reading, and provide some evidence of the benefits of preschool among children living in poverty. Future research is recommended to identify the specific strategies used by low-income Peruvian parents with high expectations to support their children’s language and reading; and to determine the relationships between type and quality in Peruvian preschool programmes, and programme practices that may differentially affect children’s language and reading skills.

scholarly journals The Effect Of Information Search Toward Students’ Reading Comprehention

2020 ◽  
Vol 5 (6) ◽  
Author(s):  
Edi Firman ◽  
M. Asrul Hasby
Keyword(s):  
Reading Comprehension ◽  
Information Search ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Population Sample ◽  
First Grade ◽  
T Test ◽  
Reading Test ◽  
Statistical Computation ◽  
Post Test

This study was intended to analyze whether Information has significant effect toward students’ reading comprehension. The method of this research was quantitative approach and applied pre-experimental design by using pre-test and post-test. The population of this research was whole of the first-grade students of SMKS DARUL QUR’AN BENGKEL which was consisted of one class with the total number of populations was 29 students in X TKJ Group Class as population sample. The class was treated by using Students Information Search. The instrument used in this research was reading test, in form of multiple choices test which was consisted of 25 items. The data was analyzed using t-test. The result of the data analysis indicated that Information Search has significant effect towards students’ reading comprehension. The result of statistical computation confirmed that the result of sig. two-tailed is differ from the value significant level (0.000 ≠ 0.05). the researcher also found the result of t-table was 2.061 lower then t-test 12.679. This result indicated that Alternative Hypothesis was accepted and Null Hypothesis was rejected, therefore it can be concluded that there is significant effect of Information Search towards students’ reading comprehension.

scholarly journals Improving the Students’ Reading Comprehension by Using Think Talk Write (TTW)

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 25-43
Author(s):  
Yuliana Rosita ◽  
Karman
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
First Grade ◽  
Research Problem ◽  
Average Score ◽  
Mastery Criterion ◽  
Student Test ◽  
Classroom Action Research

This research was designed to improve the students` reading comprehension through Think Talk Write at the first-grade students of SMKN 1 Lasusua. The research problem was “The reading comprehension of the first- grade students of SMKN 1 Lasusua is low”. The design of this research was collaborative Classroom Action Research (CAR).In this research, there were two cycles. The first cycle was not success because the result of the students’ test did not fulfill the KKM, so there was the next cycle. The second cycle was success because the result of the student test achieved the KKM mandatory by the school. In addition, this research must get score of 70 to fulfill the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). It could be seen in the average score, it was 68.6 in the first cycle, and there were only 17 students from 35 students got greater score than or equal 70. This score increased to be 74.77 in the second cycle, there were 26 from 35 students got score greater than or equal 70. It means that this research was successful. Based on the findings, the conclusion is Think Talk Write strategy could improve the students` comprehension in reading at the first-grade students of SMKN 1 Lasusua.

scholarly journals ENHANCING FIRST GRADE STUDENTS READING COMPREHENSION SKILL OF MAN MALANG 1 ON NEWS ITEM TEXT THROUGH SKIMMING TECHNIQUE

2018 ◽  
Vol 1 (1) ◽  
pp. 15-22
Author(s):  
Trisnian Ifianti
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
First Grade ◽  
Quantitative Information ◽  
News Item ◽  
Comprehension Skill ◽  
Subjective Information ◽  
Normal Score ◽  
Field Note ◽  
Primary Evaluation

The point of this article is portraying how the ways Skimming Technique can enhance the primary review understudies' Reading Comprehension Skill on News Item Text at MAN Malang 1. In light of the preparatory study, the specialist found the classroom issues of this class particularly in perusing understanding ability on News Item Text of the primary evaluation understudies of MAN Malang 1. The students got trouble to grasp perusing writings which were given by the English educator. This trouble made 80% of the understudies of this class neglected to achieve the standard least of the school, which is 78.00 in their perusing understanding, and the normal score of this class was just 66.2. In this way, the understudies' perusing cognizance aptitude on News Item message must be moved forward. This study utilized Classroom Action Research (CAR) as the exploration outline. The subjects of this study were one class of the main evaluation understudies which comprised of 37 understudies. The systems of the study secured four stages: arranging, executing, perception, and reflection. The information accumulated was as quantitative and subjective information. The quantitative information was acquired from the perusing appreciation test, and the subjective information was gotten from the understudies perception and agenda and the field note of the educating and learning process.

scholarly journals Mix Freeze group based Cooperative Learning Approach for Improving the Students Reading Comprehension at the first grade students of SMAN 1 Bontomarannu

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Sujariati Sujariati
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Diagnostic Test ◽  
First Grade ◽  
Learning Approach ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Main Ideas

This research aimed to explain the improvement of the students’ reading comprehension in terms of Literal Reading of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing withcharacterization and conclusion. The researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the first grade students of SMAN 1 Bontomarannu  with a number of the subject were 35 students. The research findings indicated that the application of SMAN 1 Bontomarannu, This strategy was improving the students’ reading comprehension in terms ofLiteral reading  and Creative reading of the text. It was proved by the mean score of cycle I was 60.7. It was classified as fair then improved to be 73.36. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 50.7 that classified as poor. Therefore there was the improvement of the students’ reading comprehension in terms of Literal Reading of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing withcharacterization and conclusion.

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