Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Early Reading | 3 |
| Predictive Validity | 3 |
| Curriculum Based Assessment | 2 |
| Grade 1 | 2 |
| Kindergarten | 2 |
| At Risk Students | 1 |
| Classification | 1 |
| Evaluation Methods | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| More ▼ | |
Author
| Caywood-Rukas, Debra | 1 |
| Compton, Donald L. | 1 |
| Coyne, Michael D. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| McAlenney, Athena Lentini | 1 |
Publication Type
| Journal Articles | 2 |
| Dissertations/Theses -… | 1 |
| Reports - Descriptive | 1 |
| Reports - General | 1 |
Education Level
| Grade 1 | 3 |
| Elementary Education | 2 |
| Kindergarten | 2 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
Audience
Location
| Illinois | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
Direct linkMcAlenney, Athena Lentini; Coyne, Michael D. – Reading & Writing Quarterly, 2011
Accurate identification of at-risk kindergarten and 1st-grade students through early reading screening is an essential element of responsiveness to intervention models of reading instruction. The authors consider predictive validity and classification accuracy of early reading screening assessments with attention to sensitivity and specificity.…
Descriptors: Intervention, Early Reading, Predictive Validity, At Risk Students
Caywood-Rukas, Debra – ProQuest LLC, 2009
The purpose of this study is to determine the predictive validity of early literacy curriculum-based measurement on high-stakes reading tests administered in grades 3, 4 and 5. This study will examine curriculum-based measurement subtests kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) Letter-Naming Fluency (LNF) and 1st grade…
Descriptors: Curriculum Based Assessment, Reading Fluency, Early Reading, Grades (Scholastic)
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Exceptional Children, 2004
This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children (n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an…
Descriptors: Grade 1, Early Reading, Identification, Curriculum Based Assessment
