Learning to Read: Kindergarten Readiness Growth in Reading Skills. Research Brief 4

Autor/inn/en	Irvin, P. Shawn; Alonzo, Julie; Nese, Joseph F. T.; Tindal, Gerald
Institution	National Center on Assessment and Accountability for Special Education (NCAASE)
Titel	Learning to Read: Kindergarten Readiness Growth in Reading Skills. Research Brief 4
Quelle	(2013), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Skills; Reading Readiness; Kindergarten; Grade 1; Emergent Literacy; Young Children; Elementary School Students; Curriculum Based Assessment; Factor Analysis; Hierarchical Linear Modeling; Student Behavior; Behavior Rating Scales + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Reading rate; Reading speed; Lesegeschwindigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Frühleseunterricht; Frühe Kindheit; Faktorenanalyse; Student behaviour; Schülerverhalten
Abstract	Much of the research on curriculum-based measurement (CBM) in reading has focused on oral reading fluency (ORF). However, ORF is only one of five critical reading skill areas in the wider construct of reading that includes foundational skills such as phonological awareness and phonics. In this research brief, we address the construct of readiness in learning to read entering Kindergarten, and then redirect the findings to the results from learning to read over both Kindergarten and Grade 1. Our results suggest that "readiness" may be defined more by social-behavioral indicators than by more strictly academic skills, and that while students enter Kindergarten with low levels of early literacy performance, on average, they appear to learn at dramatic rates. (As Provided).
Anmerkungen	National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site: http://ncaase.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01