Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First through Third Grades

Autor/inn/en	Smith, R. Alex; Lembke, Erica S.
Titel	Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First through Third Grades
Quelle	In: Learning Disability Quarterly, 45 (2022) 2, S.144-155 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720930423
Schlagwörter	English Language Learners; Language Proficiency; Language Tests; Curriculum Based Assessment; School Districts; Verbal Communication; Identification; At Risk Students; Writing Evaluation; Reliability; Validity; Elementary School Students; Grade 1; Grade 2; Grade 3; Screening Tests + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; School district; Schulbezirk; Identifikation; Identifizierung; Reliabilität; Gültigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Screening-Verfahren
Abstract	This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01