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ERIC Number: ED560741
Record Type: Non-Journal
Publication Date: 2013
Pages: 3
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: N/A
Learning to Read: Kindergarten Readiness Growth in Reading Skills. Research Brief 4
Irvin, P. Shawn; Alonzo, Julie; Nese, Joseph F. T.; Tindal, Gerald
National Center on Assessment and Accountability for Special Education
Much of the research on curriculum-based measurement (CBM) in reading has focused on oral reading fluency (ORF). However, ORF is only one of five critical reading skill areas in the wider construct of reading that includes foundational skills such as phonological awareness and phonics. In this research brief, we address the construct of readiness in learning to read entering Kindergarten, and then redirect the findings to the results from learning to read over both Kindergarten and Grade 1. Our results suggest that "readiness" may be defined more by social-behavioral indicators than by more strictly academic skills, and that while students enter Kindergarten with low levels of early literacy performance, on average, they appear to learn at dramatic rates.
National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site: http://ncaase.com
Publication Type: Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center on Assessment and Accountability for Special Education (NCAASE)
IES Funded: Yes
Grant or Contract Numbers: R324A100014; R324C110004