Using Performance Measures to Predict Early Childhood Reading Outcomes: An Exploratory Longitudinal Analysis

Autor/inn/en	van Dijk, Wilhelmina; Pico, Danielle L.; Kaplan, Rachel; Contesse, Valentina; Lane, Holly B.
Titel	Using Performance Measures to Predict Early Childhood Reading Outcomes: An Exploratory Longitudinal Analysis
Quelle	In: Computers in the Schools, 39 (2022) 3, S.252-273 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Dijk, Wilhelmina) ORCID (Pico, Danielle L.) ORCID (Kaplan, Rachel) ORCID (Contesse, Valentina) ORCID (Lane, Holly B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2022.2072108
Schlagwörter	Kindergarten; Grade 1; Reading Difficulties; Data Use; Progress Monitoring; Prediction; Predictor Variables; Decoding (Reading); Reading Skills; Educational Technology; Technology Uses in Education; Performance Based Assessment; Reading Achievement; Reading Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Vorhersage; Prädiktor; Dekodierung; Reading skill; Lesefertigkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leistungsermittlung; Leseleistung; Lesetest
Abstract	The use of online literacy applications is proliferating in elementary classrooms. Using data generated by these applications is assumed to be helpful for teachers to identify struggling readers. Unfortunately, many teachers are unsure how to use and interpret the plethora of data from these apps. In this longitudinal study, we followed a cohort of students from kindergarten through first grade (n = 54). We then used quasi-simplex models to estimate the relation between five performance measures taken from an online literacy application and five reading related progress monitoring outcomes at four sequential time points controlling for previous achievement. Results suggest performance measures have more predictive power during kindergarten and the amount of time students were logged-in to the program was the most consistent predictor across outcomes and assessment periods. The number of interactions with the program was significantly related to students' decoding skills. We discuss how these results might be used to increase teachers' use of performance measures to adapt instruction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01