Predicting kindergarteners' response to early reading intervention: An examination of progress-monitoring measures

Author(s): Oslund, Eric L.; Hagan-Burke, Shanna; Taylor, Aaron B.; Simmons, Deborah C.; Simmons, Leslie; Kwok, Oi-man; Johnson, Caitlin; Coyne, Michael D.;
Date Issued: January, 2012
Description: A study of the predictive validity of The Early Reading Intervention (ERI) curriculum-embedded mastery checks of phonemic and alphabetic/decoding performance and of individual Dynamic Indicators of Basic Early Literacy Skills (DIBELS) nonsense word fluency and phoneme segmentation fluency-- two forms of progress-monitoring measures, on reading outcomes of kindergarten students, and an examination of what combinations of both DIBELS and curriculum-embedded phonemic and alphabetic/decoding measures have the best predictive validity, based on data from 64 children in Connecticut and in Texas kindergartens
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Funder(s): National Center for Special Education Research
Journal Title: Reading Psychology
Volume Number: 33
Issue Number: 1-2
Page Range: 78-103
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Research & Evaluation Methods > Measures
Country: United States
States: CONNECTICUT, TEXAS
ISSN: 0270-2711 Paper
1521-0685 Electronic
Peer Reviewed: yes
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