Download or read book Predictive Validity of Early Academic Measures on Reading Achievement in Kindergarten Students written by Meghan Schwank and published by . This book was released on 2016 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Predictive Validity of Kindergarten Screening Items with Respect to Reading Achievement Among Second grade Children in a College Preparatory School written by Paula Johanna Boesch Yellin and published by . This book was released on 1978 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of the Predictive Validity of Curriculum embedded Measures for Kindergarten Students written by Eric Oslund and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present research was to examine the predictive validity of curriculum-embedded mastery-check measures (CEMs) for kindergarten students in Tier 2 intervention. Two studies examined the predictive validity, parsimony, and changing role of CEMs using a structural equation modeling (SEM) framework. Study 1 examined the ability of CEMs gathered throughout the kindergarten year to predict end-of-kindergarten latent reading outcomes. Study 2 examined the ability of kindergarten CEMs to predict end-of-first and end-of-second grade latent reading outcomes. Study 1 used SEM with two latent outcomes (i.e., phonemic and decoding) composed of diverse measures of early reading skills gathered at the end of kindergarten. Findings indicated moderate to large effects, as measured by variance explained, for CEMs on predicting phonemic and decoding outcomes. For CEMs gathered at four time points throughout the kindergarten year, a parsimonious set of subtests emerged. In addition, the role of CEMs changed throughout the year as predictors reaching statistical significance were increasingly difficult. Findings indicated that an increased amount of variance could be explained on the outcomes measures as the year progressed. Study 2 used one latent reading outcome factor gathered at the end of first and second grades. Findings for the end of first grade indicated that parsimonious sets of predictors from CEMs administered at three times during the kindergarten year predicted end-of-first grade outcomes. Additionally, the role of indicators changed during the year and the amount of variance explained increased from the first to third CEM. Results for the end of second grade indicated the variance explained on the outcome measure increased from the first CEM to the third CEM. When considering near-significant results, a pattern emerged demonstrating parsimonious subsets of indicators that changed during the kindergarten year. Findings from both studies provided support for the predictive validity of CEMs gathered during kindergarten for students in Tier 2 intervention. Results from both studies demonstrated statistically significant subsets of predictors that emerged and changed during the kindergarten year congruent with reading development, which can be useful for informing educational decisions.

Download or read book Practical Considerations in Computer Based Testing written by Cynthia G. Parshall and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces computer-based testing, addressing both nontechnical and technical considerations. The material is oriented toward practitioners and graduate students. The practical emphasis will be useful to measurement professionals who are or will be responsible for implementing a computerized testing program. The instructional information is also designed to be suitable for a one-semester graduate course in computerized testing in an educational measurement or quantitative methods program. While certain theoretical concepts are addressed, the focus of the book is on the applied nature of computerized testing. For this reason, the materials include such features as example applications, figures, and plots to illustrate critical points in the discussions. A wide range ofnontechnical issues need to be considered in implementing a computer-based testing program. Separate chapters are provided on test administration and development issues, examinee issues, software issues, and innovative item types. Test administration and delivery issues include the location of exam administration, selection of hardware and software, security considerations, scheduling of administration frequency and time limits, cost implications, and program support as well as approaches for addressing reliability, validity, comparability, and data analysis. Examinee issues include the influence ofexaminees' reactions to adaptive testing, the effect ofcomputer based task constraints, and the impact of examinees' prior computer experience. Software issues include usability studies and software evaluation as tools in selecting and developing appropriate software, based on the test program needs.

Download or read book Children s Reading Comprehension and Assessment written by Scott G. Paris and published by Routledge. This book was released on 2005-03-23 with total page 439 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originating in a recent CIERA conference held at the University of Michigan, this book brings together the nation's most distinguished researchers to examine how readers understand text and how comprehension is assessed. The first part provides both national and historical contexts for the study of reading comprehension. The second part examines how vocabulary, motivation, and expertise influence comprehension, and it includes analyses of the developmental course and correlates of comprehension. Chapters in the third part consider how schools focus on comprehension for instruction and assessment. The fourth part includes chapters on large-scale assessment that analyze how test formats and psychometric characteristics influence measures of reading comprehension. At the end of each part is a commentary--written by an expert--that reviews the chapters, critiques the main points, and synthesizes critical issues. Key features of this outstanding new book include: *Integration of Research and Practice--provides a bridge between conceptual issues studied by researchers concerned with reading comprehension theories and practical issues addressed by educators concerned with classroom instruction and assessment. *Comprehension Focus--provides a thorough history and rigorous research-based analyses of reading comprehension. *Assessment Focus--provides innovative approaches to comprehension assessment that include the influences of vocabulary, decoding, and motivation. *Synthetic Commentaries--provides periodic summaries that analyze and synthesize research, practices, and issues discussed in each part. *Expertise--contributing authors and commentators are highly respected authorities on reading comprehension (see table of contents). This text is appropriate for educational and psychological researchers, reading educators, and graduate students in education and psychology. It is part of the CIERA series, which includes the following volumes: Taylor and Pearson: Teaching Reading: Effective Schools, Accomplished Teachers (2002) Van Kleeck, Stahl, and Bauer: On Reading Books to Children: Parents and Teachers (2003) Hoffman and Schallert: The Texts in Elementary Classrooms (2005)

Download or read book Children s Reading and Mathematics Achievement in Kindergarten and First Grade written by Kristin Denton and published by . This book was released on 2002 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comparing the Predictive Validity of Kindergarten Static and Dynamic Reading Assessments for Second Through Fifth Grade Reading Outcomes written by Shelbi L. Gragg and published by . This book was released on 2017 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: To extend the predictive validity research by Petersen and colleagues (2014) by obtaining second, third, fourth, and fifth grade reading outcome data from 600 participants who were administered static and dynamic measures of reading at kindergarten in 2010. Method: The relationship between a kindergarten dynamic assessment of decoding, two kindergarten static assessments, and later reading fluency outcomes across grades 2 through 5 were examined using Pearson’s product moment correlations. After identifying the dynamic and static assessment variables that were significantly correlated with later reading outcomes, the predictive validity of those measures was examined separately, then together using logistic regression and Receiver Operator Characteristic analyses. Results: The kindergarten static and dynamic assessments were significantly predictive of reading difficulty. However, the kindergarten dynamic assessment accounted for unique variance in later reading ability over and above the kindergarten static assessments. In addition, the kindergarten dynamic assessment was considerably more accurate at identifying children with and without reading difficulty at the end of second through fifth grade than the kindergarten static assessments and the combination of the dynamic and static measures. Implication: This study provides additional information on the predictive validity of a kindergarten dynamic assessment of decoding for reading outcomes for students in second through fifth grade. Such information may help clinicians better identify future reading difficulty so that the early identification and prevention of reading disorders can take place.

Download or read book The Predictive Validity of the Washington Kindergarten Inventory of Developing Skills GOLD s Literacy Domain written by Sara Stull and published by . This book was released on 2015 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluated the predictive validity of Washington State's recently implemented kindergarten entry assessment, WaKIDS GOLD (adapted from Teaching Strategies GOLD®), specifically examining the Literacy domain. The primary question of interest was whether teacher-assigned scores from the WaKIDS Literacy domain (assessing phonological awareness, alphabet knowledge, print concepts, reading comprehension, and writing scores) were predictive of later student literacy achievement, as measured by direct, standardized measures of literacy at the end of first grade. Hierarchical linear modeling (HLM) revealed that the WaKIDS Literacy domain was a unique, positive predictor of first grade literacy achievement, despite the concurrent significant effects of first grade teacher and student income. This convergent validity evidence was further supported with hierarchical linear regressions revealing that the individual skill scores within the WaKIDS Literacy domain predicted corresponding literacy skills in first grade when added to the model together, after controlling for student demographics. When on their own, however, individual skill scores did not demonstrate as much predictive power, with only alphabet knowledge emerging as a unique predictor of first grade literacy skills. An additional HLM unexpectedly revealed that WaKIDS Literacy was a unique predictor of first grade math skill, which did not support discriminant validity, although this could be explained by language demands of the math assessment. Effects of the teacher variable are addressed in terms of instructional implications, and broader implications for the State as well as future validity studies of kindergarten entry assessments are also discussed.

Download or read book School Readiness written by Gilbert Rugg Gredler and published by . This book was released on 1992 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Noting that the latest messages communicated to the public about the learning problems of American children emphasize children's lack of social maturity and premature school entry, this book examines the many complex issues surrounding school readiness and entry. The 15 chapters are divided into 4 sections. The first section includes an introduction and overview of school readiness and a discussion of the concept of school readiness. The second section deals with assessing readiness. This section presents issues in early childhood screening and assessment, comparisons of some current readiness and screening tests, and an analysis of the Gesell School Readiness Test. Also discussed in this section is the social and emotional adjustment of children considered "young" for their age. The third section examines school practices. This section covers issues in the entrance age debate, an analysis of the influence of entrance age on achievement, and the transition room experience. In addition, the section discusses retention in kindergarten and first grade, intervention and remediation programs for young children, and issues affecting early childhood education. The final section of the book examines the related issues of parental reactions, and ethical and legal issues in the educational placement of children. The last chapter in this section offers a recapitulation with some final issues for consideration. Contains 19 pages of references. (VL)

Download or read book Predictive Validity of the Individual Growth and Development Indicators Examination of Students who Attend Head Start written by Erin S. Leichman and published by . This book was released on 2014 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current study was to explore the predictive nature of emergent literacy skills assessed utilizing the Individual Growth and Development Indicators (IGDIs; Early Childhood Research Institute on Measuring Growth and Development, 2000) prior to kindergarten entry on subsequent early literacy skills obtained through administration of Dynamic Indicators of Basic Early Literacy Skills (DIBELS,6th Edition; Good & Kaminski, 2002) during kindergarten. The study was conducted with a group of 94 students who attended Head Start, some of whom were considered Dual Language Learners, having a Primary Language Status (PLS) other than English. Potential predictive bias of the IGDIs on the DIBELS based on parent-reported primary language status (i.e., Primary Language English or Primary Language as Other) as well as performance on specific literacy variables based on language status were also assessed. Overall results indicated that IGDIs were less predictive of kindergarten DIBELS measures than previously demonstrated in extant literature. In addition, differences on literacy variables based on PLS were only found on one preschool measure and were not found on any kindergarten measure. Finally, no evidence for predictive bias was found based on PLS. This investigation reinforces the need for further attention and development in the area of literacy assessment for specific groups of young children.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Assessing the Predictive Validity of a Book Reading Quality Measure for Preschool Children Using Structural Equation Modeling written by WANG. and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study uses structural equation modeling to examine the predictive validity of the Read Aloud Profile-Together, a measure of the distinct behaviors of parents and children during shared book reading, in relation to preschool childrens early reading competency. Using secondary data analysis, this case study includes 800 parentchild pairs from the preschool wave of the Early Childhood Longitudinal Study-Birth Cohort, a large national study in the United States. Results show that parents promoting attention to text and story, childrens independent engagement with pictures and text, and childrens pre-reading interest are all significant predictors of preschool childrens early reading competency. The predictive validity of the Read Aloud Profile-Together is thus well supported, suggesting that parent and child behaviors displayed during shared book reading play an essential role in early language and literacy development. This case study also provides an overview of structural equation modeling and the interpretation of results found by using Mplus, a widely used statistical program, to conduct structural equation modeling.

Download or read book Use of the Dynamic Indicators of Basic Early Literacy Skills in Predicting Future Reading Achievement for English learner and Non English Learner Students written by Rachel K. McCarthy and published by . This book was released on 2016 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The current study examined predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for future performance on the Wisconsin Knowledge and Concepts Examination (WKCE). The intent of the study was 1) to explore the overall validity for the use of DIBELS assessments with English-learner (EL) students and 2) to compare the predictive validity between EL and non-EL students. Spring of first grade performance on the DIBELS assessments of Nonsense Word Fluency (NWF), Phoneme Segmentation Fluency (PSF), and Oral Reading Fluency (ORF) was compared to Fall of third grade performance on the WKCE for 450 non-EL students and 58 EL students. The EL students were primarily of Hmong-speaking background. Comparisons were then made between the predictive validity of DIBELS assessments for EL and non-EL students to determine if there was a difference in how well these assessments correlated with future WKCE performance. NWF and ORF appear to have the strongest predictive validity for future WKCE performance for EL students, with ORF being the more significantly correlated assessment between the two. ORF and NWF were also the two most strongly correlated assessments for the non-EL students. When reflecting on the predictive validity differences between EL and non-EL students, the correlation was much stronger for the non-EL students, suggesting that the DIBELS assessments are better predictors for WKCE performance for non-EL students overall. Findings are discussed in terms of the relationship between the DIBELS assessments' predictive validity for the WKCE for EL and non-EL students. Limitations and implications for future research are also discussed." -pages iii-iv

Download or read book Psychoeducational Assessment of Preschool Children written by Vincent C. Alfonso and published by Routledge. This book was released on 2020-05-04 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychoeducational Assessment of Preschool Children, Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive, skill-building overview is organized into four sections: foundations, ecological assessment, assessment of developmental domains, and special considerations. Chapters written by recognized scholars in the field cover theory, research, and application. This thoroughly revised new edition addresses current developments in preschool assessment, new policies and legislation, and student/family population demographics.

Download or read book Research and Evaluation in Education and Psychology written by Donna M. Mertens and published by SAGE Publications. This book was released on 2014-03-06 with total page 537 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focused on increasing the credibility of research and evaluation, the Fourth Edition of Donna M. Mertens’s comprehensive Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods incorporates the viewpoints of various research paradigms into its descriptions of these methods. Providing specific advice on conducting research in culturally complex communities, the new edition has been updated to align with the American Psychological Association and the National Council of Accreditation of Teacher Education accreditation requirements. Approximately sixty percent of the content in the Fourth Edition is new, updated with numerous contemporary examples, making this book one of the most comprehensive, accessible, and practical methods books available. Praise for the previous edition: “The organization of the text reflects the author’s intent, philosophy, and objectives . . . [Mertens] clearly presents approaches, descriptions, and many examples useful in conducting studies; she is to be commended for the thoroughness of her work.” —Frank D. Adams, Wayne State College “Excellent descriptions, definitions, examples, and narrative about social science theory and the various paradigms. Mertens’ use [of] a wide variety of social identities to provide her examples makes the text inclusive of a variety of diverse identities. It is also useful to see the differences between [research and evaluation] and to select methods appropriate to the intention of the inquiry.” —Katrina L. Rodriguez, University of Northern Colorado

Download or read book The Effectiveness of Five Differential Ability Scales in Predicting First Grade Academic Achievement written by Renée Lynn McGowan and published by . This book was released on 1993 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Individual Growth Analysis of Children s Reading Performance During the First Years of School written by Regina Giraldo and published by . This book was released on 2010 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using data from the National Center for Education Statistics (Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K)), the study utilized an individual growth model (Bryk & Raudenbush, 2002), the purpose of which was to assess the nature of progress in children's reading performance between kindergarten and 3rd grade; and second, to determine the extent to which parental involvement predicts both the initial reading ability as well as the rate of progress. Children's cognitive development in reading was used as the dependent variable and parental involvement as the primary independent variable with gender and race/ethnicity as control variables. The study used four points in time (waves of data): fall kindergarten (1998), spring kindergarten (1999), spring first grade (2000), and spring third grade (2002). The data analysis was performed on 9,032 participants (White, Black and Hispanic); 87% of them had 4 waves of data, and 13% had 3 waves of data collected during a period of 7 semesters. The measurement of early literacy and reading skills was based on an adaptive item response theory (IRT)-scaled reading assessment, which included questions designed to measure basic skills, vocabulary, and comprehension. Results indicated:(1) parental involvement was higher when children had a low initial reading performance; (2) parental involvement was statistically not significant in predicting the rate of growth in reading achievement; (3) female children were predicted to have higher initial status in reading performance but their rate of growth was only slightly higher than that of their counterparts; (4) Hispanic children were predicted to have a statistically significant lower initial status in reading than other students, but their rate of growth was not significant. Black children were predicted to have a statistically significant low initial status and their rate of growth was statistically significant and slower than the rate of growth of the others. The study recommended that parental involvement programs should be sensitive to gender and race/ethnicity; further research should include a more comprehensive construct of parental involvement and include data on family socio-economic status (SES).