PREDICTING KINDERGARTENERS' RESPONSE TO EARLY READING INTERVENTION: AN EXAMINATION OF PROGRESS-MONITORING MEASURES Academic Article uri icon

abstract

  • This study examined the predictive validity of combinations of progress-monitoring measures: (a) curriculum-embedded phonemic awareness and alphabetic/decoding measures, and (b) Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) nonsense word fluency and phoneme segmentation fluency on reading outcomes of kindergarten students in a tier 2 intervention.Results of multiple-regression analyses indicated that curriculum-embedded mastery checks and DIBELS measures each explained a significant amount of variance on the outcome measure. However, curriculum-embedded measures explained statistically significantly more variance at each time point supporting their utility in documenting progress of kindergarten students receiving intervention. 2012 Copyright Taylor and Francis Group, LLC.

published proceedings

  • READING PSYCHOLOGY

author list (cited authors)

  • Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., Simmons, L., Kwok, O., Johnson, C., & Coyne, M. D.

citation count

  • 13

complete list of authors

  • Oslund, Eric L||Hagan-Burke, Shanna||Taylor, Aaron B||Simmons, Deborah C||Simmons, Leslie||Kwok, Oi-Man||Johnson, Caitlin||Coyne, Michael D

publication date

  • January 2012