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ERIC Number: EJ969750
Record Type: Journal
Publication Date: 2012
Pages: 31
Abstractor: As Provided
ISSN: ISSN-0270-2711
Tracing Student Responsiveness to Intervention with Early Literacy Skills Indicators: Do They Reflect Growth toward Text Reading Outcomes?
Clemens, Nathan H.; Hilt-Panahon, Alexandra; Shapiro, Edward S.; Yoon, Myeongsun
Reading Psychology, v33 n1-2 p47-77 2012
This study investigated four widely-used early literacy skills indicators in reflecting growth toward first-grade text reading skills. Examining the progress of 101 students across kindergarten and first grade, Letter Naming Fluency (LNF) and Nonsense Word Fluency (NWF) were more accurate than Initial Sounds Fluency and Phoneme Segmentation Fluency in discriminating between students grouped according to successful or unsuccessful first-grade reading outcomes. LNF and NWF slope also discriminated between groups, but graphed observed scores suggested potential problems in identifying students with persistently low achievement. Results suggest the need for continued refinement of early literacy skills measures for instructional decision-making. (Contains 1 note, 2 tables, and 7 figures.)
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: Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania