Predicting Kindergarteners' Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures

Autor/inn/en	Oslund, Eric L.; Hagan-Burke, Shanna; Taylor, Aaron B.; Simmons, Deborah C.; Simmons, Leslie; Kwok, Oi-Man; Johnson, Caitlin; Coyne, Michael D.
Titel	Predicting Kindergarteners' Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures
Quelle	In: Reading Psychology, 33 (2012) 1-2, S.78-103 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2012.630611
Schlagwörter	Intervention; Early Reading; Phonemic Awareness; Predictive Validity; Kindergarten; Emergent Literacy; Reading Readiness; Response to Intervention; Mastery Learning; Curriculum; Prompting; Alphabets; Decoding (Reading); Literacy Education; At Risk Students; Connecticut; Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Frühlesen; Frühleseunterricht; Reading rate; Reading speed; Lesegeschwindigkeit; Curricula; Lehrplan; Rahmenplan; Benutzerführung; Buchstabenschrift; Dekodierung
Abstract	This study examined the predictive validity of combinations of progress-monitoring measures: (a) curriculum-embedded phonemic awareness and alphabetic/decoding measures, and (b) Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) nonsense word fluency and phoneme segmentation fluency on reading outcomes of kindergarten students in a tier 2 intervention. Results of multiple-regression analyses indicated that curriculum-embedded mastery checks and DIBELS measures each explained a significant amount of variance on the outcome measure. However, curriculum-embedded measures explained statistically significantly more variance at each time point supporting their utility in documenting progress of kindergarten students receiving intervention. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10