NotesFAQContact Us
Search Tips
ERIC Number: ED545273
Record Type: Non-Journal
Publication Date: 2013
Pages: 44
Abstractor: As Provided
Reference Count: 14
The Development of easyCBM Spanish Literacy Assessments for Use in Grades K-2. Technical Report #1301
Alonzo, Julie; Gonzalez, Magaly; Tindal, Gerald
Behavioral Research and Teaching
In this study, we describe two studies used to select appropriate assessments to measure phonemic awareness, alphabetic principle, and fluency in the Spanish language for students receiving literacy instruction in Spanish. We first describe two studies in which we use linear regression and correlations to examine the appropriateness of different types of phonological awareness and early reading measures for first- and second-grade students receiving literacy instruction in Spanish. We report our findings from two studies carried out with two distinct populations: native English speakers enrolled in a Spanish language immersion program at a small suburban school and native Spanish speakers enrolled in a dual language immersion program at a large urban school (reported in the section identified as Initial Item Development Study). In both studies, performance on a measure of Syllable Sounds reading was the most significant predictor of oral reading fluency. We then provide alternate form reliability information for each of the easyCBM Spanish literacy measures (reported in the section identified as Reliability Study).
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Early Childhood Education; Elementary Education; Primary Education; Kindergarten; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)