Addressing Inadequacies of the Observation Survey of Early Literacy Achievement

Autor/inn/en	D'Agostino, Jerome V.; Rodgers, Emily; Mauck, Susan
Titel	Addressing Inadequacies of the Observation Survey of Early Literacy Achievement
Quelle	In: Reading Research Quarterly, 53 (2018) 1, S.51-69 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.181
Schlagwörter	Elementary School Students; Grade 1; Emergent Literacy; Student Evaluation; Reading Achievement; Reading Tests; Scores; Item Response Theory; Predictor Variables; Reading Failure; Accuracy; Progress Monitoring; Screening Tests + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Frühleseunterricht; Schulnote; Studentische Bewertung; Leseleistung; Lesetest; Item-Response-Theorie; Prädiktor; Reading disability; Reading weakness; Leseschwäche; Screening-Verfahren
Abstract	The authors used nationally based, random sample data from three different years (2009-2010, 2011-2012, and 2014-2015) for nearly 20,000 first-grade students (n = 9,760, 3,657, and 3,121, respectively) to examine long-reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement (OSELA), chief among them the skewness and nonequal interval nature of the scores that are obtained on its six individual tasks. Such inadequacies prevented the individual task scores from being used for program evaluation, screening, and progress monitoring. To mitigate these OSELA limitations, the authors employed Rasch analysis to create a scale that can be used to track a student's literacy achievement based on the combination of OSELA task scores. Dimensionality analyses revealed that the OSELA measures one factor, which supported the decision to combine the individual tasks to compute one total score. The equal-interval total score was normally distributed at the beginning, middle, and end of first grade. Further, the authors conducted a predictive validation study of the total score to identify a range of cut scores that can be used in the fall of first grade to predict reading failure by year end. The authors maintain that the total score provides a more precise and efficient means of screening young students for reading failure and evaluating their progress over time. Implications for using the total score to make screening decisions and measure early reading progress are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01