Predictive validity of early literacy indicators from the middle of kindergarten to second grade gnet

Journal of Special Education

Volumn 42, Issue 4, 2009, Pages 209-226

  Burke, MacK D ^a   Hagan Burke, Shanna ^a   Kwok, Oiman ^a   Parker, Richard ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

Early literacy; Reading acquisition; Reading assessment; Reading disabilities; Reading fluency

Indexed keywords

EID: 58149330575     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022466907313347     Document Type: Article

References (103)

1. Beaver, J. (1997). Developmental reading assessment, K-3. Glenview, IL ; Celebration Press.
2. Bentler, P.M. (1990). Comparative fit indices in structural models. Psychological Bulletin, 107, 238-246.
3. Berninger, V., Abbott, R., Billingsley, F., & Nagy, W. (2001). Processes underlying timing and fluency: Efficiency, automaticity, coordination, and morphological awareness. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 383-414). Baltimore, MD: York Press.
4. Berninger, V., Abbott, R., Vermeulen, K., & Fulton, C.M. (2006). Paths to reading comprehension in at-risk second-grade readers. Journal of Learning Disabilities, 39, 334-351.
5. Bishop, A. (2003). Prediction of first-grade reading achievement: A comparison of fall and winter kindergarten screenings. Learning Disability Quarterly, 26, 189-200.
6. Blachman, B.A. (2000). Phonological awareness. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 483-502). Mahwah, NJ: Lawrence Erlbaum.
7. Blaiklock, K.E. (2004). The importance of letter knowledge in the relationship between phonological awareness and reading. Journal of Research in Reading, 27, 36-57.
8. Bollen, K.A. (1989). Structural equations with latent variables. New York: John Wiley.
9. Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. E. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
10. Burke, M., & Hagan-Burke, S. (2007). Concurrent validity of first grade early literacy indicators. Assessment for Effective Intervention, 32, 66-77.
11. Carnine, D., & Granzin, A. (2001). Setting learning expectations for students with disabilities. School Psychology Review, 30, 466-472.
12. Carver, R.P. (1993). Merging the simple view of reading with rauding theory. Journal of Reading Behavior, 25, 439-455.
13. Chard, D.J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.
14. Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York: Academic Press.
15. Coyne, M.D., Kame'enui, E.J., & Simmons, D.C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research & Practice, 16, 62-72.
16. CTB / McGraw-Hill. (1997). Terra Nova. Monterey, CA: Author.
17. Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
18. Cutting, L.E., & Denckla, M.B. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14, 673-705.
19. Denckla, M.B., & Rudel, R.G. (1974). Rapid "automatized" naming of pictured objects, colors, letters, and numbers by normal children. Cortex, 10, 186-202.
20. Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
21. Ehri, L., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14, 135-164.
22. Ehri, L.C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18, 116-125.
23. Ehri, L.C. (1998). Grapheme-phoneme knowledge is necessary for learning to read words in English. In J. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-40). Mahwah, NJ: Lawrence Erlbaum.
24. Ehri, L.C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167-188.
25. Ehri, L.C., Nunes, S.R., Stahl, S.A., & Willows, D.M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71, 393-447.
26. Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250-287.
27. Elliott, J., Lee, S.W., & Tollefson, N. (2001). A reliability and validity study of the Dynamic Indicators of Basic Early Literacy Skills-Modified. School Psychology Review, 30, 33-49.
28. Fuchs, L.S., Fuchs, D., & Compton, D.L. (2004). Monitoring early reading development in first grade: Word identification fluency vs. nonsense word fluency. Exceptional Children, 71, 7-21.
29. Fuchs, L.S., Fuchs, D., Hosp, M.K., & Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
30. Good, R.H., Gruba, J., & Kaminski, R.A. (2001). Best practices in using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an outcomes-driven model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 679-700). Washington, DC: National Association of School Psychologists.
31. Good, R.H., & Jefferson, G. (1998). Contemporary perspectives on curriculum-based measurement validity. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 61-88). New York: Guilford.
32. Good, R.H., & Kaminski, R.A. (1996). Assessment for instructional decisions: Toward a proactive/prevention model of decision making for early literacy skills. School Psychology Quarterly, 11, 326-336.
33. Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6 th ed.). Eugene, OR: Institute for Development of Educational Achievement.
34. Good, R., Kaminski, R., Laimon, D., & Johnson, D. (1992). Advances in assessment for the primary prevention of early academic problems (The Oregon Conference Monograph). Eugene: University of Oregon.
35. Good, R.H., Simmons, D.C., & Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
36. Good, R.H., Simmons, D.C., & Smith, S. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 45-56.
37. Goodman, K. (2005). Editorial. Education Week, 25, 32-33.
38. Gough, P.B., & Tunmer, W.E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
39. Grossen, B. (1997). Thirty years of research: What we know about how children learn to read: A synthesis of research on reading from the National Institute of Child Health and Human Development. Santa Cruz, CA: Center for the Future of Teaching and Learning.
40. Hagan-Burke, S., Burke, M.D., & Crowder, C. (2006). The convergent validity of the Dynamic Indicators of Basic Early Literacy Skills and the Test of Word Reading Efficiency for the beginning of first grade. Assessment for Effective Intervention, 31, 1-15.
41. Herrmann, J.A., Matyas, T., & Pratt, C. (2006). Meta-analysis of the nonword reading deficit in specific reading disorder. Dyslexia, 12, 195-221.
42. Hintze, J.M., Ryan, J.M., & Stoner, G. (2003). Convergent validity and diagnostic accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32, 541-557.
43. Hoover, W., & Gough, P.B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
44. Hoyle, R.H., & Panter, A.T. (1995). Writing about structural equation models. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 158-176). Thousand Oaks, CA: Sage.
45. Hu, L., & Bentler, P.M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424-453.
46. J¶reskog, K.G. (1993). Testing structural equation models. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 294-316). Thousand Oaks, CA: Sage.
47. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
48. Kame'enui, E.J. (1993). Diverse learners and the tyranny of time: Don't fix blame; fix the leaky roof. Reading Teacher, 46, 376-383.
49. Kaminski, R.A., & Good, R.H., III. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227.
50. Kaplan, D. (1989). Model modification in covariance structure analysis: Application of the expected parameter change statistic. Multivariate Behavioral Research, 24, 285-305.
51. Katzir, T., Youngsuk, K., Wolf, M., O'Brien, B., Kennedy, B., Lovett, M., et al. (2006). Reading fluency: The whole is more than the parts. Annals of Dyslexia, 56, 51-81.
52. LaBerge, D., & Samuels, J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
53. Lindsley, O.R. (1972). From Skinner to precision teaching: The child knows best. In J. B. Jordan & L. S. Robbins (Eds.), Let's try doing something else kind of thing (pp. 1-11). Arlington, VA: Council for Exceptional Children.
54. Lovitt, T.C. (1967, December). Assessment of children with learning disabilities. Exceptional Children, pp. 233-239.
55. MacCallum, R.C. (1986). Specification searches in covariance structural modeling. Psychological Bulletin, 100, 107-120.
56. MacCallum, R.C., Roznowski, M., & Necowitz, L.B. (1992). Model modifications in covariance structural analysis: The problem of capitalization on chance. Psychological Bulletin, 111, 490-504.
57. Manzo, K.K. (2005). National clout of DIBELS test draws scrutiny. Education Week, 25, 1-12.
58. Marston, D. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why do it. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 18-78). New York: Guilford.
59. McDonald, R.P., & Ho, R. (2002). Principles and practice in reporting structural equation analysis. Psychological Methods, 7, 64-82.
60. Metsala, J., & Ehri, L.C. (1998). Word recognition in beginning reading. Hillsdale, NJ: Lawrence Erlbaum.
61. Muth©n, L., & Muth©n, B. (2007). MPLUS user's guide (4 th ed.). Los Angeles: Muth©n & Muth©n.
62. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development.
63. National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
64. No Child Left Behind Act, 20 U.S.C. 6301 et. seq. (2002).
65. O'Conner, R.E., & Jenkins, J.R. (1999). Prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.
66. Pedhazur, E.J. (1997). Multiple regression in behavioral research (3 rd ed.). Orlando, FL: Harcourt Brace.
67. Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. Reading Teacher, 58, 510-519.
68. Pressley, M., Hilden, K., & Shankland, R. (2005). An evaluation of end-Grade-3 Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Speed reading without comprehension, predicting little (technical report).
69. Rack, J.P., Snowling, M.J., & Olson, R.K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29-53.
70. Rayner, K., Foorman, B.R., Perfettii, C.A., Pesetsky, D., & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74.
71. Reid, D.K., Hresko, W.P., & Hammill, D.D. (2001). Test of Early Reading Ability (3 rd ed.). Austin, TX: PRO-ED.
72. Ritchey, K.D., & Speece, D.L. (2006). From letter names to word reading: The nascent role of sublexical fluency. Contemporary Educational Psychology, 31, 301-327.
73. Rouse, H.L., & Fantuzzo, J.W. (2006). Validity of the Dynamic Indicators for Basic Early Literacy Skills as an indicator of early literacy for urban kindergarten children. School Psychology Review, 35, 341-355.
74. Scarborough, H.S., & Parker, J.L. (2003). Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from Grade 2 to Grade 8. Annals of Dyslexia, 53, 47-71.
75. Schatschneider, C., Flecher, J.M., Francis, D.J., Carlson, C.D., & Foorman, B.R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
76. Schatschneider, C., & Torgesen, J. (2004). Using our current understanding of dyslexia to support early identification and intervention. Journal of Child Neurology, 16, 759-765.
77. Shanahan, T. (2005). Review of the DIBELS: The Dynamic Indicators of Basic Skills, 6 th edition. In R. A. Spies & B. S. Plake (Eds.), The sixteenth mental measurements yearbook. Available at http://www.unl.edu/buros
78. Shapiro, E.S. (1996). Academic skills problems: Direct assessment and intervention (2 nd ed.). New York: Guilford.
79. Shaywitz, S.E., Fletcher, J.M., Holahan, J.M., Shneider, A.E., Marchione, K.E., Stuebing, K.K., et al. (1999). Persistence of dyslexia: The Connecticut Longitudinal Study at adolescence. Pediatrics, 104, 1351-1359.
80. Simmons, D. C., & Kame'enui, E. J. (Eds.). (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Lawrence Erlbaum.
81. Smith, S., Simmons, D.C., & Kame'enui, E.J. (1998). Phonological awareness: Research bases. In D. C. Simmons & E. J. Kame'enui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 61-127). Mahwah, NJ: Lawrence Erlbaum.
82. S¶rbom, D. (1989). Model modification. Psychometrika, 54, 371-384.
83. Speece, D.L., Mills, C., Ritchey, K.D., & Hillman, E. (2003). Initial evidence that letter fluency tasks are valid indicators of early reading skill. Journal of Special Education, 36, 223-233.
84. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
85. Stanovich, K.E., Cunningham, A.E., & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
86. Tindal, G., Marston, D., & Deno, S.L. (1983). The reliability of direct and repeated measurement (Research Report No. 109). Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
87. Torgesen, J.K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22, 32-39.
88. Torgesen, J.K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
89. Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T., et al. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
90. Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333-355). Parkton, MD: York.
91. Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
92. Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.
93. Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1999). TOWRE: Test of Word Reading Efficiency. Austin, TX: Pro-Ed.
94. Treiman, R., & Rodriguez, K. (1999). Young children use letter names in learning to read words. Psychological Science, 10, 334-338.
95. Vellutino, F., Fletcher, J.M., Snowling, M.J., & Scanlon, D.M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades ? Journal of Child Psychology & Psychiatry, 45, 2-40.
96. Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
97. Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
98. Wagner, R.K., Torgesen, J.K., Rashotte, C.A., Hecht, S.A., Barker, T.A., Burgess, S.R., et al. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
99. Walker, H.M., & Shinn, M.R. (2002). Interventions for achieving prevention goals and outcomes for at-risk children and youth. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions academic and behavior problems: Preventive and remedial approaches (pp. 1-26). Bethesda, MD: National Association of School Psychologists.
100. Wolf, M., & Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
101. Wolf, M., Bowers, P.G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.
102. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-238.
103. Woodcock, R.M. (1987). Woodcock Reading Mastery Test- Revised. Circle Pines, MN: American Guidance Corporation.