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| Autor/inn/en | O'Keeffe, Breda V.; Bundock, Kaitlin; Kladis, Kristin; Nelson, Kat |
|---|---|
| Titel | Skill Performance Assessment for Kindergarten Reading Screening Measures: Pilot Study |
| Quelle | In: Assessment for Effective Intervention, 48 (2023) 2, S.67-79 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/15345084221091173 |
| Schlagwörter | Reading Tests; Screening Tests; Kindergarten; Pilot Projects; Young Children; Performance Based Assessment; Phonemics; Benchmarking; Reading Skills; Reading Difficulties; Rewards; Reading Achievement; Phoneme Grapheme Correspondence |
| Abstract | Kindergarten reading screening measures typically identify many students as at risk who later meet criteria on important outcome measures (i.e., false positives). To address this issue, we evaluated a gated screening process that included accelerated progress monitoring, followed by a simple goal/reward procedure (skill vs. performance assessment, SPA) to distinguish between skill and performance difficulties on Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) in a multiple baseline across students design. Nine kindergarten students scored below benchmark on PSF and/or NWF at the middle of year benchmark assessment. Across students and skills (n = 13 panels of the study), nine met/exceeded benchmark during baseline (suggesting additional exposure to the assessments was adequate), two exceeded benchmark during goal/reward procedures (suggesting adding a motivation component was adequate), and two required extended exposure to goal/reward or skill-based review to exceed the benchmark. Across panels of the baseline, 12 of 13 skills were at/above the end-of-year benchmark on PSF and/or NWF, suggesting lower risk than predicted by middle-of-year screening. Due to increasing baseline responding, experimental control was limited; however, these results suggest that simple progress monitoring may help reduce false positives after screening. Future research on this hypothesis is needed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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