scholarly journals The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

2011 ◽  
Vol 44 (4) ◽  
pp. 339-347 ◽  
Author(s):  
Douglas Fuchs ◽  
Donald L. Compton ◽  
Lynn S. Fuchs ◽  
Bobette Bouton ◽  
Erin Caffrey
Keyword(s):  
Reading Comprehension ◽  
Predictive Validity ◽  
Phonemic Awareness ◽  
Fixed Effects ◽  
Word Identification ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Impulsive Behavior ◽  
Alphabetic Knowledge

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students ( N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional factors: (a) “speeded alphabetic knowledge and RAN” and (b) “task-oriented behavior.” A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors

2002 ◽  
Vol 26 (4) ◽  
pp. 334-344 ◽  
Author(s):  
Dina C. Castro ◽  
Bobbie B. Lubker ◽  
Donna M. Bryant ◽  
Martie Skinner
Keyword(s):  
Reading Comprehension ◽  
Low Income ◽  
Oral Language ◽  
Maternal Education ◽  
Word Identification ◽  
First Grade ◽  
Future Research ◽  
Letter Word ◽  
Reading Abilities ◽  
Verbal Analogies

This study investigated the relationship between selected child and family demographic characteristics (child age, child sex, child birth order, maternal education, and parent language status), family processes (parent-to-child reading at home, and parent expectations about child’s educational attainment), and preschool experience with poor Peruvian first-grade children’s oral language and reading abilities, and examined whether those factors help to explain differences among children living in poverty. First-grade students ( N = 137) of five schools in a poor neighbourhood of Lima, Peru participated in the study. Children were given picture vocabulary, verbal analogies, letter-word identification, and reading comprehension tests. Information about the children and their families was gathered through parent interviews. Children whose parents had higher expectations obtained higher scores on picture vocabulary, verbal analogies, letter-word identification and reading comprehension. Children who attended private and public preschools obtained higher scores in letter-word identification than those who did not attend preschool. These findings support previous research on the relevance of family beliefs, above and beyond sociodemographic variables, as contributors to children’s oral language and reading, and provide some evidence of the benefits of preschool among children living in poverty. Future research is recommended to identify the specific strategies used by low-income Peruvian parents with high expectations to support their children’s language and reading; and to determine the relationships between type and quality in Peruvian preschool programmes, and programme practices that may differentially affect children’s language and reading skills.

scholarly journals Exploring Dynamic Assessment as a Means of Identifying Children At Risk of Developing Comprehension Difficulties

2011 ◽  
Vol 44 (4) ◽  
pp. 348-357 ◽  
Author(s):  
Amy M. Elleman ◽  
Donald L. Compton ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Bobette Bouton
Keyword(s):  
Reading Comprehension ◽  
Concurrent Validity ◽  
Word Identification ◽  
Dynamic Assessment ◽  
Second Grade ◽  
Children At Risk ◽  
Inference Making ◽  
Reading Abilities ◽  
Standardized Measure ◽  
Better Than

In this study, the authors explore a newly constructed dynamic assessment (DA) intended to tap inference-making skills that they hypothesize will be predictive of future comprehension performance. The authors administered the test to 100 second-grade children using a dynamic format to consider the concurrent validity of the measure. The dynamic portion of the assessment comprised teaching children to be “reading detectives” by using textual clues to solve what was happening in the story. During the DA children listened to short passages and answered three inferential questions (i.e., one setting, two causal). If children were unable to answer a question, they were reminded what a reading detective would do and given a set of increasingly concrete prompts and clues to orient them to the relevant portion of text until they could answer the question correctly. Results showed that the DA correlated significantly with a standardized measure of reading comprehension and explained a small but significant amount of unique variance in reading comprehension above and beyond vocabulary and word identification skills. In addition, results suggest that DA may be better than the standardized measure of reading comprehension at identifying intraindividual differences in young children’s reading abilities.

Year-Long Balanced Reading/Writing Tutorial: A Design Experiment Used for Dynamic Assessment

1997 ◽  
Vol 20 (3) ◽  
pp. 249-263 ◽  
Author(s):  
Sylvia P. Abbott ◽  
Elizabeth Reed ◽  
Robert D. Abbott ◽  
Virginia W. Berninger
Keyword(s):  
Word Identification ◽  
Dynamic Assessment ◽  
Growth Curves ◽  
First Grade ◽  
Second Grade ◽  
Individual Subject ◽  
Subject Analysis ◽  
Phonological Coding ◽  
Reading And Writing ◽  
Word Attack

Sixteen children referred for severe reading problems in first grade participated in a year-long individual tutorial. The tutorial, which was designed to bring children up to expected level based on ability and grade in reading and writing, lasted from the end of first grade to the end of second grade. Growth curve analyses for the group on measures of orthographic and phonological coding, word identification of real words, word attack of pseudowords, reading comprehension, letter automaticity, and spelling showed that gains were significantly greater than chance. Growth curves for the group were marginally significant for written composition. Individual subject analysis revealed that most children were treatment responders (i.e., growth significantly greater than chance) on most of the measures and all reached expected levels, based on ability or grade, on some of the measures. Results have implications for analysis of response to intervention in reading and writing as a form of dynamic assessment.

Development of First-Graders’ Word Reading Skills

2016 ◽  
Vol 50 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Eunsoo Cho ◽  
Donald L. Compton ◽  
Jennifer K. Gilbert ◽  
Laura M. Steacy ◽  
Alyson A. Collins ◽  
...  
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Unique Contribution ◽  
Static Assessment ◽  
Reading Measures

Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students ( n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

Concurrent and Predictive Validity of Reading Retell as a Brief Measure of Reading Comprehension for Narrative Text

2014 ◽  
Vol 35 (7) ◽  
pp. 644-665 ◽  
Author(s):  
Edward S. Shapiro ◽  
Nanette S. Fritschmann ◽  
Lisa B. Thomas ◽  
Cheyenne L. Hughes ◽  
James McDougal
Keyword(s):  
Reading Comprehension ◽  
Predictive Validity ◽  
Narrative Text

Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners

2014 ◽  
Vol 1 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Kristin J. Davin ◽  
Francis J. Troyan ◽  
Ashley L. Hellmann
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Second Language Learners ◽  
Dynamic Assessment
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