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ERIC Number: EJ1140284
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1062-7197
First-Grade Spelling Scores within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study
Munger, Kristen A.; Murray, Maria S.
Educational Assessment, v22 n2 p124-137 2017
The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized procedure and an alternative invented spelling procedure. Correlations were examined among spelling and diagnostic word reading and decoding scores, along with scores from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Spelling scores were significantly correlated with word reading and decoding scores, as well as DIBELS scores, except Phoneme Segmentation Fluency. Hierarchical multiple regression analyses revealed that spelling scores reliably accounted for significant variance in decoding but not word reading scores, beyond DIBELS scores. Implications are discussed related to the potential value of including early spelling scores within universal literacy screening.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test; Wechsler Individual Achievement Test