ERIC Number: EJ1090703
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 72
Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study
Petersen, Douglas B.; Allen, Melissa M.; Spencer, Trina D.
Journal of Learning Disabilities, v49 n2 p200-215 Mar-Apr 2016
The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were then administered either a dynamic assessment featuring an onset-rime decoding strategy or a dynamic assessment featuring a sound-by-sound strategy. At the end of first grade, those same participants' reading ability was assessed using multiple reading measures. Results indicated that the dynamic assessments yielded significantly higher classification accuracy over the static measures, but that the classification accuracy of the two dynamic assessments did not differ significantly. Sensitivity for the static measures was less than 80%, and specificity ranged from 33% to 51%. The sensitivity and specificity for the dynamic assessments was greater than 80% for all children, with the exception of specificity for the Hispanic children, which was at or greater than 70%. Results also indicated that the combination of static and dynamic measures did not improve the classification accuracy over the dynamic assessments alone. Dynamic assessment appears to be a promising approach to classifying young children at risk for future reading difficulty.
Descriptors: Reading Difficulties, Classification, Accuracy, Reading Tests, Prereading Experience, Comparative Analysis, Kindergarten, Decoding (Reading), At Risk Students, Reading Strategies, Longitudinal Studies, Scoring, Emergent Literacy, Elementary School Students, Reading Fluency, Correlation, Grade 1, Hispanic American Students, Achievement Gains
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education; Grade 1
Authoring Institution: N/A
Identifiers - Location: Utah
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)