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Direct linkDussling, Tess M. – Reading Psychology, 2020
This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the…
Descriptors: Early Intervention, Reading Difficulties, Emergent Literacy, Program Effectiveness
Viel, Amanda McKenna – ProQuest LLC, 2019
This quantitative research project analyzes the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) subtest and the New York State English Language Arts (NYS ELA) test. The study was completed in Upstate New York using the results of the NYS third-grade tests from the 2017-2018 school…
Descriptors: Oral Reading, Reading Fluency, Reading Tests, Scores
Shamir, Haya – Journal of Educational Multimedia and Hypermedia, 2018
Assessing students' emerging literacy skills is crucial for identifying areas where a child may be falling behind and can lead directly to an increased chance of reading success. The Waterford Assessment of Core Skills (WACS), a computerized adaptive test of early literacy for students in prekindergarten through 2nd grade, addresses this need.…
Descriptors: Computer Assisted Testing, Adaptive Testing, Reading Tests, Preschool Children
Munger, Kristen A.; Murray, Maria S. – Educational Assessment, 2017
The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…
Descriptors: Elementary School Students, Emergent Literacy, Reading Fluency, Reading Tests
Download full textWhat Works Clearinghouse, 2017
"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…
Descriptors: Literacy Education, Intervention, Reading Difficulties, Reading Instruction
Munger, Kristen A.; LoFaro, Stephen A.; Kawryga, Erin A.; Sovocool, Elizabeth A.; Medina, Siani Y. – Educational Assessment, 2014
This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills-Next Edition (DIBELS Next) for a sample of 85 third-and fifth-grade students, in reference to the "simple view" of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test-IV (PPVT-IV), Group Reading…
Descriptors: Emergent Literacy, Reading Tests, Reading Skills, Reading Comprehension
Brown, Carmen Sherry – Language and Literacy Spectrum, 2014
For all students, a high-quality early education is critical to ensuring their long-term academic success. Early learners need to understand why people read and write in order to be motivated to excel in their own literacy development. Through active engagement in the reading process, children learn ways to use their growing knowledge and skills…
Descriptors: Emergent Literacy, Literacy Education, Preschool Children, Developmentally Appropriate Practices
Lewandowski, Lawrence; Begeny, John; Rogers, Cynthia – Reading & Writing Quarterly, 2006
The effects of tutor- or computer-assisted word recognition were assessed in a sample of third grade children. At pre-test, students' reading accuracy and fluency were evaluated on a training word list, generalization word list, and reading passages. Students were then randomly assigned to one of three group conditions--control (students practiced…
Descriptors: Word Recognition, Computer Assisted Instruction, Tutoring, Grade 3
