ERIC Number: EJ1338117
Record Type: Journal
Publication Date: 2022-May
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: EISSN-2168-376X
Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First through Third Grades
Smith, R. Alex; Lembke, Erica S.
Learning Disability Quarterly, v45 n2 p144-155 May 2022
This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed.
Descriptors: English Language Learners, Language Proficiency, Language Tests, Curriculum Based Assessment, School Districts, Verbal Communication, Identification, At Risk Students, Writing Evaluation, Reliability, Validity, Elementary School Students, Grade 1, Grade 2, Grade 3, Screening Tests
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A130144