Development and Preliminary Evaluation of an Adaptation of Word Identification Fluency for Beginning Readers in New Zealand

Autor/inn/en	Schaughency, Elizabeth; McLennan, Kathryn M.; McDowall, Philippa S.
Titel	Development and Preliminary Evaluation of an Adaptation of Word Identification Fluency for Beginning Readers in New Zealand
Quelle	In: Assessment for Effective Intervention, 40 (2015) 2, S.67-80 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508414544541
Schlagwörter	Word Recognition; Reading Fluency; Correlation; Foreign Countries; Oral Reading; At Risk Students; Language Proficiency; Standardized Tests; High Stakes Tests; Outcome Measures; Beginning Reading; Reading Tests; Achievement Gains; Elementary School Students; Reading Achievement; Prediction; Regression (Statistics); New Zealand + Suchen Sie Ihr Suchwort? Worterkennung; Korrelation; Ausland; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Language skill; Language skills; Sprachkompetenz; Standadised tests; Standardisierter Test; Erstleseunterricht; Lesetest; Achievement gain; Leistungssteigerung; Leseleistung; Vorhersage; Regression; Regressionsanalyse; Neuseeland
Abstract	A New Zealand (NZ) version of Word Identification Fluency (NZWIF) was administered to 120 children in their second school year at the beginning, middle, and end of the year, along with a curriculum-based measure of oral passage reading fluency at mid- and end-year. Outcome measures included standardized and high-stakes school-used indicators of literacy achievement. NZWIF generally correlated robustly, concurrently and predictively with criterion measures. Overall, NZWIF performance improved across the year. Performance, and change in performance, varied for students who were and were not judged to be making adequate reading progress. Although at-risk readers performed more poorly at each time point, predictive relations of earlier NZWIF performance, subsequent NZWIF growth, and the interaction of earlier performance and growth to later outcomes varied as a function of proficiency and time of year. Findings extend the evidence-base for curriculum-based word reading measures in beginning reading, and reinforce the need for a developmental approach to assessment research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01