Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the "Metacognitive Awareness of Reading Strategies Inventory" (MARSI-R) among Saudi students using a new statistical method of confirmatory…

This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…

Previous research has provided evidence for the utility of the Minneapolis Kindergarten Assessment (MKA), which is a measure of early literacy and numeracy skills. The present research was undertaken to replicate previous factorial results and evaluate the relative strength of an alternative parameterization of the measurement model, the bifactor…

Investigates selected reading readiness tests and points out that they measure a single generalized factor of readiness. The subtest concerning alphabet letter names provides the best predictor of successful reading in the tests examined. Bibliography. (RW)

This study compared double cross-validation replication predictive accuracies of six types of factor scores with full-rank data by utilizing data in which classroom achievement was predicted from affective and cognitive variables. Prediction was significantly more accurate for factor scores than for full-rank data. (Author/CP)

The California Entry Level Test (ELT) means are used with demographic variables to predict differences among California schools and districts on subsequent reading achievement tests. Factor analyses resulted in distinct factors for each of the subtests. The validity of the ELT was very high for its intended purpose. (Author/BW)