The Relationship between Letter Fluency Measures and Arabic GPA

Autor/in	Al-Hmouz, Hanan
Titel	The Relationship between Letter Fluency Measures and Arabic GPA
Quelle	In: International Journal of Special Education, 28 (2013) 3, S.140-149 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Elementary School Students; Public School Adult Education; Measures (Individuals); Student Evaluation; Comparative Analysis; Semitic Languages; Reading Difficulties; Phoneme Grapheme Correspondence; Alphabets; Knowledge Level; Naming; Phonemic Awareness; Reading Achievement; Interrater Reliability; Jordan; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Ausland; Messdaten; Schulnote; Studentische Bewertung; Arabisch; Hebräisch; Reading difficulty; Leseschwierigkeit; Buchstabenschrift; Wissensbasis; Leseleistung; Interrater-Reliabilität
Abstract	This study investigated two widely-used early literacy skill's indicators in reflecting growth in first-grade language achievement skills. It compared two curriculum-based assessments of letter knowledge: Letter Naming Fluency (LNF) and Letter Sound Fluency (LSF) in the Arabic language. A sample of 125 first-grade students, 100 average readers and 25 with reading difficulties, was recruited from two public primary schools in Jordan. These students were administered both assessments 18 times, one each week, during the second half of the first grade. Students' progress for both measures was followed. Although students' LNF progress was higher than LSF, still LSF had a higher correlation with Arabic language achievement than LNF at the end of the first grade. Furthermore, students who were struggling with reading scored significantly lower on Arabic CBM LNF and LSF probes than their peers without disabilities. Implications for Arabic language learning and assessment are discussed. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10