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Predicting Reading Problems 6 Years into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy
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Petersen, Douglas B.; Gragg, Shelbi L.; Spencer, Trina D. – Language, Speech, and Hearing Services in Schools, 2018
Purpose: The purpose of this study was to examine how well a kindergarten dynamic assessment of decoding predicts future reading difficulty at 2nd, 3rd, 4th, and 5th grade and to determine whether the dynamic assessment improves the predictive validity of traditional static kindergarten reading measures. Method: With a small variation in sample…
Descriptors: Kindergarten, Grade 2, Grade 3, Grade 4
The Predictive Relations between Non-Alphanumeric Rapid Naming and Growth in Regular and Irregular Word Decoding in At-Risk Readers
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Kruk, Richard S.; Mayer, Jesse; Funk, Leah – Journal of Research in Reading, 2014
We investigated influences of non-alphanumeric rapid naming on decoding skill growth for regularly and irregularly spelled English words. In a longitudinal study, 52 at-risk and 69 not-at-risk readers were tracked from Grade 1 to Grade 3. Non-alphanumeric rapid naming ability measured in Grade 1 accounted for unique variance in irregular word…
Descriptors: Decoding (Reading), Naming, At Risk Students, English