Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade Academic Article

abstract

• Research has emphasized the importance of phonological awareness, phonemic decoding, and automaticity in reading development. Special and general education teachers need valid, efficient, and effective early literacy indicators for schoolwide screening and monitoring that adequately predict reading outcomes. The purpose of this study was to examine the interrelationships and predictiveness of kindergarten early literacy indicators from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) within the context of a path analysis. The results support the validity of kindergarten DIBELS in predicting ever more complex reading skills in a developmental progression from the middle of kindergarten to second grade.

authors

• Kwok, Oi-Man

published proceedings

• JOURNAL OF SPECIAL EDUCATION

altmetric score

• 0.5

author list (cited authors)

• Burke, M. D., Hagan-Burke, S., Kwok, O., & Parker, R.

citation count

• 46

complete list of authors

• Burke, Mack D||Hagan-Burke, Shanna||Kwok, Oiman||Parker, Richard

publication date

• February 2009

publisher

• SAGE Publications  Publisher

published in

• The Journal of special education  Journal

keywords

• Early Literacy
• Reading Acquisition
• Reading Assessment
• Reading Disabilities
• Reading Fluency

Digital Object Identifier (DOI)

• 10.1177/0022466907313347

start page

• 209

end page

• 226

volume

• 42

issue

• 4

URL

• http%3A%2F%2Fdx.doi.org%2F10.1177%2F0022466907313347

user-defined tag

• 4 Quality Education