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Direct linkPetersen, Douglas B.; Gillam, Ronald B. – Journal of Learning Disabilities, 2015
This study investigated the predictive validity of a dynamic assessment designed to evaluate later risk for reading difficulty in bilingual Latino children at risk for language impairment. During kindergarten, 63 bilingual Latino children completed a dynamic assessment nonsense-word recoding task that yielded pretest to posttest gain scores,…
Descriptors: Predictive Validity, Alternative Assessment, At Risk Students, Language Impairments
MacDonald, Heidi H.; Sullivan, Amanda L.; Watkins, Marley W. – Journal of Applied School Psychology, 2013
The present study used multiple regression to determine the predictive value of Kindergarten phonemic awareness, rapid serial naming, letter knowledge, and cognitive ability for predicting first-grade word reading and fluency. Participants were 131 first-grade students from a mid-Atlantic school system. A combination of predictor variables was…
Descriptors: Screening Tests, Reading Achievement, Prereading Experience, Cognitive Ability
Download full textValdez, Alfred – Journal of Education and Learning, 2013
Analyses were conducted, using the Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K) database, to compare teachers' judgment of reading skill with direct measures of reading performance for kindergarten, first grade, and third grade students. Teacher judgments of kindergarten students' reading skill significantly predicted first and…
Descriptors: Surveys, Longitudinal Studies, Children, Elementary School Teachers
Seethaler, Pamela M. – ProQuest LLC, 2008
The purpose of this study was to examine the reliability, validity, and predictive utility of 3 measures for screening kindergarten students for risk for math difficulty (MD). The screening measures assessed number sense and computational fluency, constructs central to typical early mathematical development. Conceptual and operational outcomes…
Descriptors: Prediction, Kindergarten, Grade 1, Predictive Validity
