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Direct linkBennett Kuttler; Elliot G. Levy – Journal of Education, 2024
Early diagnosis of children with reading disorders is essential for intervention and academic success. Many children with reading difficulties have a deficit in phonemic awareness. A web-based, group-administered screening vehicle, the Risk Factor Screen for Reading (RiFS-Reading), was developed to quickly identify students who are "At…
Descriptors: Test Validity, Test Reliability, Risk, Screening Tests
Poch, Apryl L.; Allen, Abigail A.; Lembke, Erica S. – Psychology in the Schools, 2019
Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing, making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This…
Descriptors: Spelling, Achievement Tests, Curriculum Based Assessment, Scoring
Download full textPoch, Apryl L.; Allen, Abigail A.; Lembke, Erica S. – Grantee Submission, 2019
Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing (McCutchen, 1996), making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing…
Descriptors: Spelling, Achievement Tests, Curriculum Based Assessment, Scoring
Doty, Sara J.; Hixson, Michael D.; Decker, Dawn M.; Reynolds, Jennifer L.; Drevon, Daniel D. – Journal of Psychoeducational Assessment, 2015
Two studies explored the technical adequacy of various measures of advanced phonics skills. In Study 1, the advanced phonics measures consisted of pseudowords, real words, or a combination of both. Participants included 39 students in the third grade. Test-retest correlations for all measures were above 0.8 and interrater reliability was high.…
Descriptors: Achievement Tests, Reading Tests, Phonics, Reliability
Munger, Kristen A.; Blachman, Benita A. – Psychology in the Schools, 2013
The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the "simple view" of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict…
Descriptors: Reading Comprehension, Reading Tests, Emergent Literacy, Grade 1
Greathouse, Dan; Shaughnessy, Michael F. – Journal of Psychoeducational Assessment, 2016
Whenever a major intelligence or achievement test is revised, there is always renewed interest in the underlying structure of the test as well as a renewed interest in the scoring, administration, and interpretation changes. In this interview, Amy Gabel discusses the most recent revision of the "Wechsler Intelligence Scale for Children-Fifth…
Descriptors: Children, Intelligence Tests, Test Use, Test Validity
Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2014
This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in…
Descriptors: Investigations, Predictor Variables, Spelling, Literacy
Niedo, Jasmin; Lee, Yen-Ling; Breznitz, Zvia; Berninger, Virginia W. – Learning Disability Quarterly, 2014
Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining…
Descriptors: At Risk Students, Reading Rate, Silent Reading, Statistical Distributions
Meisinger, Elizabeth B.; Bradley, Barbara A.; Schwanenflugel, Paula J.; Kuhn, Melanie R.; Morris, Robin D. – School Psychology Quarterly, 2009
The purpose of the study was to investigate (a) the prevalence of word callers in elementary school, (b) the accuracy of teachers' word caller nominations, and (c) teachers' conceptualization of reading fluency and reading comprehension. To this end, 2 cross-sectional studies of second- and third- (N = 868) and of third- and fifth-grade (N = 202)…
Descriptors: Elementary School Students, Reading Comprehension, Reading Fluency, Incidence
