Predicting Performance on a 3rd Grade High-Stakes Reading Assessment

Autor/inn/en	Conradi Smith, Kristin; Amendum, Steven J.; Jang, Bong Gee
Titel	Predicting Performance on a 3rd Grade High-Stakes Reading Assessment
Quelle	In: Reading & Writing Quarterly, 36 (2020) 4, S.365-378 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conradi Smith, Kristin) ORCID (Amendum, Steven J.) ORCID (Jang, Bong Gee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1649612
Schlagwörter	High Stakes Tests; Reading Tests; Reading Fluency; Elementary School Students; Emergent Literacy; Prediction; Reading Achievement; Grade 3; Scores; Student Characteristics; Measures (Individuals); School Districts; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Lesetest; Frühleseunterricht; Vorhersage; Leseleistung; School year 03; 3. Schuljahr; Schuljahr 03; Messdaten; School district; Schulbezirk
Abstract	In this study, we investigated the predictive value of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures for performance on a high-stakes reading assessment at the end of third grade. DIBELS measures were administered to students at the end of third grade, around the same time as their high-stakes tests. Collectively, the measures succeeded in predicting 88.7% of those who would pass the high-stakes test, but only 68.8% of those who did not pass. Importantly, rate, alone, predicted 88.3% of those who would pass and 67.7% of those who did not pass. Multiple regression analyses were next used to test how well the subscales of DIBELS Next predicted students' scores on Reading Comprehension Achievement Test (RCAT) in both the pass and fail groups. Also, for practical purposes, we examined both the scores and characteristics of students for whom the logistic regression failed to predicted performance. Implications for instruction, assessment, and future research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01