After considering the relationships between (a) reading fluency and reading rate and (b) reading rate and sight vocabulary, this study addressed a very practical question. Can a cut score on a sight vocabulary task (1-min) predict level of reading fluency 4+ months into the future? The prediction was tested at multiple times point across grades…

Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary), and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of…

Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary) and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of…

This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…

Preschoolers' inhibitory control and early math skills were concurrently and longitudinally examined in 255 Chinese, African American, Dominican, and Mexican 4-year-olds in the United States. Inhibitory control at age 4, assessed with a peg-tapping task, was associated with early math skills at age 4 and predicted growth in such skills from age 4…

The present study used multiple regression to determine the predictive value of Kindergarten phonemic awareness, rapid serial naming, letter knowledge, and cognitive ability for predicting first-grade word reading and fluency. Participants were 131 first-grade students from a mid-Atlantic school system. A combination of predictor variables was…

Analyses were conducted, using the Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K) database, to compare teachers' judgment of reading skill with direct measures of reading performance for kindergarten, first grade, and third grade students. Teacher judgments of kindergarten students' reading skill significantly predicted first and…

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal…

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students…

To individualize instruction in reading, a system of diagnostic measures must be used to establish needs areas. Author examines a number of such measures and proposes subsequent study culminating in a Predictive Index. (Editor/MB)

This study focused on the predictive validity of fluency measures that comprise Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Data were gathered from first through third graders attending 44 schools in 9 districts or local educational agencies that made up the first Reading First cohort in Michigan. Students were administered DIBELS…

The California Entry Level Test (ELT) means are used with demographic variables to predict differences among California schools and districts on subsequent reading achievement tests. Factor analyses resulted in distinct factors for each of the subtests. The validity of the ELT was very high for its intended purpose. (Author/BW)

This investigation demonstrates the validity of the Sheppard School Entry Screening Test (SSEST) as an early indicator of reading problems. This screening device provides good predictability across the entire range of reading ability and is particularly effective at forecasting the poorest readers. (Author/AL)

A battery of four reading readiness assessment tasks was administered to 267 first grade students to determine if the tasks predicted reading achievement as well as the Metropolitan Readiness Test (MRT). The four tasks, which were the best predictors in a previous study of seven readiness tasks, were the aural word boundaries task, the…

Examined the Developmental Indicators for the Assessment of Learning (DIAL) with regard to its effectiveness in predicting school success as determined by subjects' (N=245) first-grade performance on the California Achievement Test (CAT). Found the DIAL concepts subtest to be the most valid single predictor. (Author/ABB)