Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study

Autor/inn/en	Petersen, Douglas B.; Allen, Melissa M.; Spencer, Trina D.
Titel	Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study
Quelle	In: Journal of Learning Disabilities, 49 (2016) 2, S.200-215 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414538518
Schlagwörter	Reading Difficulties; Classification; Accuracy; Reading Tests; Prereading Experience; Comparative Analysis; Kindergarten; Decoding (Reading); At Risk Students; Reading Strategies; Longitudinal Studies; Scoring; Emergent Literacy; Elementary School Students; Reading Fluency; Correlation; Grade 1; Hispanic American Students; Achievement Gains; Utah; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Classification system; Klassifikation; Klassifikationssystem; Lesetest; Dekodierung; Reading strategy; Leselernstufe; Lesetechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bewertung; Frühleseunterricht; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Achievement gain; Leistungssteigerung
Abstract	The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were then administered either a dynamic assessment featuring an onset-rime decoding strategy or a dynamic assessment featuring a sound-by-sound strategy. At the end of first grade, those same participants' reading ability was assessed using multiple reading measures. Results indicated that the dynamic assessments yielded significantly higher classification accuracy over the static measures, but that the classification accuracy of the two dynamic assessments did not differ significantly. Sensitivity for the static measures was less than 80%, and specificity ranged from 33% to 51%. The sensitivity and specificity for the dynamic assessments was greater than 80% for all children, with the exception of specificity for the Hispanic children, which was at or greater than 70%. Results also indicated that the combination of static and dynamic measures did not improve the classification accuracy over the dynamic assessments alone. Dynamic assessment appears to be a promising approach to classifying young children at risk for future reading difficulty. (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	2020/1/01