Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners

Autor/inn/en	Landry, Lindsey N.; Keller-Margulis, Milena; Matta, Michael; Kim, Hanjoe; Gonzalez, Jorge E.; Schanding, G. Thomas, Jr.
Titel	Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners
Quelle	In: School Psychology Review, 51 (2022) 4, S.454-467 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keller-Margulis, Milena) ORCID (Matta, Michael) ORCID (Kim, Hanjoe) ORCID (Gonzalez, Jorge E.) ORCID (Schanding, G. Thomas, Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1984170
Schlagwörter	Elementary School Students; English Language Learners; Reading Difficulties; Identification; Evaluation; Screening Tests; Native Speakers; Kindergarten; Grade 3; State Standards; Standardized Tests; Reading Achievement; Accuracy; Reading Diagnosis; Validity; Emergent Literacy; Reading Fluency; Reading Tests; Achievement Tests; Prediction; Ethnicity; Gender Differences; Time Factors (Learning); Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); State of Texas Assessments of Academic Readiness (STAAR) + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Identifikation; Identifizierung; Evaluierung; Screening-Verfahren; Muttersprachler; School year 03; 3. Schuljahr; Schuljahr 03; Standadised tests; Standardisierter Test; Leseleistung; Gültigkeit; Frühleseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Vorhersage; Ethnizität; Geschlechterkonflikt
Abstract	Acadience Reading (AR) is a screener for early detection of reading problems in elementary students. Limited research exists, however, on its technical adequacy for evaluation of English Learners (ELs). In this study, we tested the long-term predictive validity and diagnostic accuracies of AR and examined the differences between native English-speaking and EL students. A sample of 305 students (94 ELs, 31% of the sample) completed AR at three time points in kindergarten and the statewide reading test in third grade. Hierarchical regression models confirmed good long-term validity for AR with end of the school year scores outperforming the other two time-points and EL status along with ethnic background not playing a significant role. Findings also revealed that AR at the end of the school year provided moderate long-term diagnostic accuracy for students well below benchmark. Implications for research and practice as well as limitations of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01