Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students

Autor/inn/en	Parker, David C.; Stewart, Lisa H.; Thomson, Susan; Kaminski, Ruth A.
Titel	Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students
Quelle	In: Assessment for Effective Intervention, 46 (2021) 3, S.178-187 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508419897997
Schlagwörter	Vocabulary; Kindergarten; Grade 1; Elementary School Students; At Risk Students; Fidelity; Test Reliability; Test Validity; Test Construction; Interrater Reliability; Language Tests; Correlation; Scores; Criterion Referenced Tests + Suchen Sie Ihr Suchwort? Wortschatz; School year 01; 1. Schuljahr; Schuljahr 01; Testreliabilität; Testvalidität; Testaufbau; Interrater-Reliabilität; Language test; Sprachtest; Korrelation
Abstract	Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This article describes a process for developing vocabulary measures designed to facilitate data-driven decision-making for kindergarten and first-grade students who are at risk in vocabulary. A pilot study suggested the measures could be administered and scored with fidelity, and also produced promising data for indices of reliability, criterion-related validity, and sensitivity to growth, particularly for a rating-based scoring metric. Implications and considerations for developing instructionally relevant vocabulary measures are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01