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ERIC Number: EJ1110173
Record Type: Journal
Publication Date: 2016-Sep
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0734-2829
Ability of Early Literacy Measures to Predict Future State Assessment Performance
Utchell, Lynn A.; Schmitt, Ara J.; McCallum, Elizabeth; McGoey, Kara E.; Piselli, Kate
Journal of Psychoeducational Assessment, v34 n6 p511-523 Sep 2016
The purpose of this study was to determine the extent to which early literacy measures administered in kindergarten and Oral Reading Fluency (ORF) measures administered in Grade 1 are related to and predict future state reading assessment performances up to 7 years later. Results indicated that early literacy and ORF performances were significantly and moderately related to performances in Grades 3, 5, and 7. Grade 3 achievement was best predicted by ORF, followed by Phoneme Segmentation Fluency (PSF), and then Initial Sound Fluency (ISF). After controlling for the effects of previous state assessment scores in Grade 3, additional significant variance in Grade 5 performance was accounted for by ORF. Finally, after controlling for the effects of Grades 5 and 3 state assessment performances, early literacy and ORF measures did not significantly predict Grade 7 achievement. Discussion focuses on the implications of these findings for theory and practice, as well as limitations and directions for future research.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education; Grade 3; Grade 5; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A