Use of the Dynamic Indicators of Basic Early Literacy Skills in Predicting Future Reading Achievement for English-Learner and non-English Learner Students

Children--Language;Literacy;Dynamic Indicators of Basic Early Literacy Skills (DIBELS);Wisconsin Knowledge and Concepts Examination (WKCE);Reading (Early childhood)

McCarthy, Rachel K.

University of Wisconsin

关键词: Children--Language;    Literacy;    Dynamic Indicators of Basic Early Literacy Skills (DIBELS);    Wisconsin Knowledge and Concepts Examination (WKCE);    Reading (Early childhood);   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/75444/McCarthy_Rachel_2016%20June.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

The current study examined predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for future performance on the Wisconsin Knowledge and Concepts Examination (WKCE). The intent of the study was 1) to explore the overall validity for the use of DIBELS assessments with English-learner (EL) students and 2) to compare the predictive validity between EL and non-EL students. Spring of first grade performance on the DIBELS assessments of Nonsense Word Fluency (NWF), Phoneme Segmentation Fluency (PSF), and Oral Reading Fluency (ORF) was compared to Fall of third grade performance on the WKCE for 450 non-EL students and 58 EL students. The EL students were primarily of Hmong-speaking background. Comparisons were then made between the predictive validity of DIBELS assessments for EL and non-EL students to determine if there was a difference in how well these assessments correlated with future WKCE performance. NWF and ORF appear to have the strongest predictive validity for future WKCE performance for EL students, with ORF being the more significantly correlated assessment between the two. ORF and NWF were also the two most strongly correlated assessments for the non-EL students. When reflecting on the predictive validity differences between EL and non-EL students, the correlation was much stronger for the non-EL students, suggesting that the DIBELS assessments are better predictors for WKCE performance for non-EL students overall. Findings are discussed in terms of the relationship between the DIBELS assessments;; predictive validity for the WKCE for EL and non-EL students. Limitations and implications for future research are also discussed.