1 / 25

USING EARLY LITERACY ASSESSMENTS TO PREDICT READING ACHIEVEMENT

USING EARLY LITERACY ASSESSMENTS TO PREDICT READING ACHIEVEMENT . Anna Michelle Gillard, PhD, NCSP NASP Annual Conference March 5, 2010. Early Literacy Assessment. Essential to reading acquisition Early literacy skills include Phonological awareness Vocabulary skills Letter knowledge

afric
Download Presentation

USING EARLY LITERACY ASSESSMENTS TO PREDICT READING ACHIEVEMENT

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. USING EARLY LITERACY ASSESSMENTS TO PREDICT READING ACHIEVEMENT Anna Michelle Gillard, PhD, NCSP NASP Annual Conference March 5, 2010

  2. Early Literacy Assessment • Essential to reading acquisition • Early literacy skills include • Phonological awareness • Vocabulary skills • Letter knowledge • Purposes of assessment include: • Progress monitoring • Identification of struggling students

  3. Why is this important? Monitor progress Identify struggling students Develop appropriate interventions

  4. Individual Growth & Development Indicators • Early literacy measures created through collaboration between the Universities of Minnesota, Kansas, and Oregon • Created to measure early childhood development, one area of which is early literacy • Include three subtests • Picture Naming • Rhyming • Alliteration • Reliability and validity • (McConnell, Priest, Davis, & McEvoy, 2000; Missal & McConnell, 2004)

  5. Picture Naming 1 minute, timed fluency measure of expressive language Child is required to name pictures

  6. Rhyming • 2 minute fluency measure of phonological awareness • Child is required to identify the picture in a set of 3 that sounds like the target picture

  7. Alliteration • 2 minute fluency measure of phonological awareness • Child is required to identify the picture in a set of 3 that starts with the same sound as the target picture

  8. DIBELS • Measures of early literacy skills • Phonological awareness • Letter knowledge • Timed, fluency measures • Formerly mandated through the Reading First grant • Research shows that DIBELS are predictive of reading achievement • (Gillard, 2008; Good, Simmons, & Kame’enui, 2001; Kaminski & Good, 1996)

  9. Florida Assessments In Reading (FAIR) • New statewide reading assessment (K-12) • Three levels of assessment: • Broad Screening • Targeted Diagnostics • Progress Monitoring • Primary measure for K-2: Probability of Reading Success (PRS)

  10. Participants: Cohort 1 (2007-2008) • 95 students in five VPK classes • Demographic make-up • 82 remaining in Kindergarten (08-09) • 75 remaining in First grade (09-10) • However, FAIR data not available for all students

  11. Participants: Cohort 2 (2008-2009) • 180 students in 11 VPK classes • Demographic make-up • 165 included in this sample • FAIR data not available for all students

  12. Measures • IGDIs • Administered Fall, Winter, & Spring • All measures attempted • DIBELS • Only Cohort 1 • ISF and LNF administered within first 30 days of school • Reading First schools given DIBELS three times • FAIR • AP 1: Administered between 6th and 40th day of school • AP 2: Administered between 66th and 100th day of school • All students: Broad Screening, Broad Diagnostics • Some students: Targeted Diagnostics

  13. Cohort 1 Results: FAIR ANOVA for PRS-AP1 ANOVA for PRS-AP2 • Picture Naming, Rhyming, Alliteration included at each measurement period

  14. Cohort 2 Results: FAIR ANOVA for PRS-AP1 ANOVA for PRS-AP2 • Picture Naming, Rhyming, Alliteration included at each measurement period

  15. Coefficients for PRS-AP1 Cohort 1 Results: FAIR

  16. Cohort 2 Results: FAIR Coefficients for PRS-AP1 Coefficients for PRS-AP2

  17. Results: FAIR Model Summary Cohort 1 • Picture Naming, Rhyming, Alliteration included at all measurement times

  18. Results: FAIR Picture Naming, Rhyming, Alliteration included at all measurement times Model Summary Cohort 2

  19. Results: DIBELS ANOVA for DIBELS ISF ANOVA for DIBELS LNF

  20. Results: DIBELS Coefficients for DIBELS LNF Coefficients for DIBELS LNF

  21. Results: DIBELS Model Summary ISF Model Summary LNF

  22. Implications Results suggest preschool measures can be used to predict kindergarten and some first grade reading measures If the PRS score can be used to predict reading success as measured by the SAT-10, and the IGDIs can be used to predict PRS scores, then we may be able to predict, in preschool, which students are most likely to struggle on the SAT-10

  23. References DIBELS- http://dibels.uoregon.edu/index.php Gillard, A.M. (2008). The Predictive Validity of Kindergarten Assessment Good, Simmons, & Kame’enui (2001). Kaminski, R.A. & Good, R.H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227. McConnell, S. R., Priest, J. S., Davis, S. D., & McEvoy, M. A. (2002). Best practices in measuring growth and development for preschool children. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 1231– 1246). Bethesda, MD: National Association of School Psychologists. Missall, K. & McConnell, S.R. (2004). Psychometric characteristics of Individual Growth and Development Indicators: Picture Naming, Rhyming, and Alliteration

  24. Questions?

  25. Contact Information • Anna Michelle Gillard, PhD, NCSP • gillardm@stlucie.k12.fl.us

More Related