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Predicting Reading Disabilities Using Dynamic Assessment of Decoding before and after the Onset of Reading Instruction: A Longitudinal Study from Kindergarten through Grade 2
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Gellert, Anna S.; Elbro, Carsten – Annals of Dyslexia, 2018
The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with…
Descriptors: Reading Difficulties, Decoding (Reading), Reading Instruction, Longitudinal Studies
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
English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance
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Landon, Laura L. – ProQuest LLC, 2017
This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners' (ELLs') English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level…
Descriptors: Decoding (Reading), Oral Language, Predictor Variables, Elementary School Students
Predicting Reading Ability for Bilingual Latino Children Using Dynamic Assessment
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Petersen, 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
Predictive Validity of the "Get Ready to Read!" Screener: Concurrent and Long-Term Relations with Reading-Related Skills
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Phillips, Beth M.; Lonigan, Christopher J.; Wyatt, Marcy A. – Journal of Learning Disabilities, 2009
This study examined concurrent and longitudinal relations for the "Get Ready to Read!" (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse…
Descriptors: Reading Difficulties, Oral Language, Phonological Awareness, Predictive Validity
Development of Reading Skills in Dutch Primary Schools: Outcomes and Prospects.
Boland, Theodoor; Mommers, Martin J. C. – 1986
From l979 to l985, data were gathered from approximately 600 students in 24 Dutch elementary schools to determine changes occurring in the interrelationships among the reading skill components of decoding, reading comprehension, and spelling ability. Information for each student was obtained from reading performance test scores recorded at the end…
Descriptors: Child Development, Decoding (Reading), Elementary Education, Foreign Countries