NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1091988
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1062-7197
Predictive Validity of Curriculum-Based Measures for English Learners at Varying English Proficiency Levels
Kim, Jennifer Sun; Vanderwood, Michael L.; Lee, Catherine Y.
Educational Assessment, v21 n1 p1-18 2016
This study examined the predictive validity of curriculum-based measures in reading for Spanish-speaking English learners (ELs) at various levels of English proficiency. Third-grade Spanish-speaking EL students were screened during the fall using DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity was examined in relation to spring reading outcomes on a statewide assessment. Overall, results revealed that DORF was a stronger predictor of reading outcomes than was Daze. Although Daze was a significant predictor when examined individually, it did not explain significant additional variance beyond DORF. There was not a significant difference in the predictive validity of DORF or Daze for students of varying English proficiency levels. However, the predictive accuracy of DORF and Daze cut-scores varied by English proficiency levels. The results suggest that schools may consider minimizing assessment time by only using DORF when screening.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
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: California
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A