This study examined the predictive validity of combinations of progress-monitoring measures: (a) curriculum-embedded phonemic awareness and alphabetic/decoding measures, and (b) Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) nonsense word fluency and phoneme segmentation fluency on reading outcomes of…

An extensive research base on beginning reading acquisition and reading difficulties, developed over the past few decades, has important implications for the teaching of reading. Unfortunately, much of this research does not appear to be reaching teachers, whose knowledge is essential for scientific findings about reading to benefit children. This…