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ERIC Number: ED568460
Record Type: Non-Journal
Publication Date: 2014
Pages: 207
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-5115-5
ISSN: N/A
Predicting Performance on 3rd Grade TCAP Scores Utilizing Two, Primary Grade-Level Reading Assessments, the DRA and DIBELS
Jones, Donna
ProQuest LLC, Ph.D. Dissertation, Walden University
In order to identify students at risk of failing the Tennessee high-stakes achievement test known as the Tennessee Comprehensive Assessment Program (TCAP), early literacy skills are monitored using reading assessments. Common reading assessments are based upon varying theories of reading development and do not reflect the necessary reading components identified by the National Reading Panel (NRP). The Dynamic Indicators of Basic Early Literacy (DIBELS) and the Developmental Reading Assessment (DRA) differ in reading acquisition theories and lack curricular alignment. Results of these reading assessments may not provide reliable data to guide instruction and monitor actual progress, leading to improper preparation for the TCAP test. Conflicting research has indicated the DRA and DIBELS to be both ineffective and superior forms of early literacy assessment. The current study examined the ability of reading assessments to predict performance on the TCAP. The theoretical basis for this study was Chall's theory of the 6 stages of reading development. This quantitative study sampled 64 students from 6 elementary schools in a rural, Tennessee school district using multiple regression analyses. Results indicated that a higher portion of the 3rd grade TCAP score variance could be accounted for when both DIBELS and DRA reading assessment scores were entered into the regression model. Reading assessments from 1 st grade did not differ in predictive ability of the TCAP-R/LA from those taken in 2nd grade. This study contributes to positive social change by assisting educators in accurately identifying reading acquisition during the primary grades while avoiding the exponentially negative, educational effects of the mistakenly identifying early readers as at-risk during literacy development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)