Predicting kindergarteners' response to early reading intervention: An examination of progress-monitoring measures
Oslund, Eric L.;
Taylor, Aaron B.;
Simmons, Deborah C.;
Coyne, Michael D.;
||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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