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ERIC Number: EJ793276
Record Type: Journal
Publication Date: 2004
Pages: 16
Abstractor: Author
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1534-5084
The Reading Essential Skill Screener--Preschool Version (RESS-P): Studies of Reliability and Validity
Erford, Bradley T.
Assessment for Effective Intervention, v29 n3 p19-34 2004
Technical characteristics of the Reading Essential Skill Screener--Preschool Version (RESS-P) were studied using four independent samples of boys and girls aged 3-5 years. A decision efficiency study (N = 91) resulted in a total predictive value (TPV) of .85 when compared with the criterion of teacher report/judgment of emerging literacy at-risk status [sensitivity = 0.93, specificity = 0.76, positive predictive power (PPP) = 0.79, and negative predictive power (NPP) = 0.92]. Item difficulty (median = 0.53) and item discrimination (median = 0.56) indicated overall adequate item selection characteristics. Principal-components analysis resulted in a four-factor extraction, slightly modifying the theoretical structure underlying the RESS-P. Inter-item consistency was r = 0.93 (N = 738) and r = 0.92 (N = 175), while 30-day test-retest reliability was r = 0.89 (N = 119). The RESS-P yielded concurrent validity coefficients (N = 175) of r = 0.89 with the Test of Early Reading Ability--2nd edition (TERA-2), r = 0.80 with the Developmental Test of Visual-Motor Integration (VMI), r = 0.79 with the Expressive One-Word Picture Vocabulary Test- Revised (EOWPVT-R), and r = 0.60 and r = 0.50, with the Test of Visual Perceptual Skills (TVPS) Discrimination and Figure-Ground subtests, respectively. Policy and practice implications were discussed. (Contains 10 tables and 1 figure.)
PRO-ED, Inc. Available from: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A