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

被引：38
作者：
Burke, Mack D. [1 ]
Hagan-Burke, Shanna [1 ]
Kwok, Oiman [2 ]
Parker, Richard [1 ]
机构：
[1] Texas A&M Univ, Dept Educ Psychol, Special & Bilingual Educ Program, College Stn, TX 77843 USA
[2] Texas A&M Univ, Dept Educ Psychol, Educ Psychol Fdn, College Stn, TX 77843 USA
来源：
JOURNAL OF SPECIAL EDUCATION | 2009年 / 42卷 / 04期
关键词：
early literacy; reading assessment; reading fluency; reading acquisition; reading disabilities; COVARIANCE STRUCTURE-ANALYSIS; DYNAMIC INDICATORS; PHONOLOGICAL AWARENESS; READING FLUENCY; LETTER NAMES; SIMPLE VIEW; CHILDREN; SKILLS; MODEL; ACQUISITION;
D O I：
10.1177/0022466907313347
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
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.
引用
收藏
页码：209 / 226
页数：18
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