Rapid automatized naming (RAN) powerfully predicts word-level reading fluency in the first 2 years of school as well as further reading development. Here, we analyze various RAN stimuli (objects and digits) and oral/silent word reading (OWR/SWR) modalities to find feasible measures for predicting early reading development. The RAN performances of…

Curriculum-based measures (CBMs) such as Word Identification Fluency promote student achievement, but because they are timed and administered frequently, they are prone to variation in student response styles. To study the impact of WIF response styles, we created and examined the validity of a novel response style measure and examined the degree…

Computerized game-based assessment (GBA) system for screening reading difficulties may provide substantial time and cost benefits over traditional paper-and-pencil assessment while providing means also to individually adapt learning content in educational games. To study the reliability and validity of a GBA system to identify struggling readers…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® reading measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

This technical report is an addendum to a study we initially reported on in 2014 (Wray, Lai, Saez, Alonzo, & Tindal, 2014). In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from the Wray et al study. This supplementary report presents the results of the…

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we…

After considering the relationships between (a) reading fluency and reading rate and (b) reading rate and sight vocabulary, this study addressed a very practical question. Can a cut score on a sight vocabulary task (1-min) predict level of reading fluency 4+ months into the future? The prediction was tested at multiple times point across grades…

Assessing students' emerging literacy skills is crucial for identifying areas where a child may be falling behind and can lead directly to an increased chance of reading success. The Waterford Assessment of Core Skills (WACS), a computerized adaptive test of early literacy for students in prekindergarten through 2nd grade, addresses this need.…

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,…

In this technical report, we present the results of a study to gather criterion-related evidence for Grade K-1 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Dynamic Indicators of Basic Early Literacy…

This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency…

Universal screening measures are an integral component of any tiered system of instructional delivery. Recent studies of screening measures have often excluded examinations of bias in predictive validity. The present study examined a common screening instrument for evidence of bias in predictive validity across the four disaggregation categories…

This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten…

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…

This paper reports provisional Australian comparison data and scoring instructions for the "Test of Word Reading Efficiency" (TOWRE). The TOWRE is a popular reading fluency test used in reading research, classroom assessment and clinical practice. Approximate "norms" were obtained from children attending four primary schools in…