Predicting Reading Ability for Bilingual Latino Children Using Dynamic Assessment

Autor/inn/en	Petersen, Douglas B.; Gillam, Ronald B.
Titel	Predicting Reading Ability for Bilingual Latino Children Using Dynamic Assessment
Quelle	In: Journal of Learning Disabilities, 48 (2015) 1, S.3-21 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413486930
Schlagwörter	Predictive Validity; Alternative Assessment; At Risk Students; Language Impairments; Bilingual Students; Hispanic American Students; Kindergarten; Pretests Posttests; Scores; Grade 1; Word Recognition; Decoding (Reading); Reading Fluency; Classification; Test Validity; Longitudinal Studies; Questionnaires; Interviews; Language Usage; Language Skills; Instructional Effectiveness; Oral Reading; Regression (Statistics); Multiple Regression Analysis; Utah; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; Worterkennung; Dekodierung; Classification system; Klassifikation; Klassifikationssystem; Testvalidität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Interviewing; Interviewtechnik; Sprachgebrauch; Language skill; Sprachkompetenz; Unterrichtserfolg; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Regression; Regressionsanalyse
Abstract	This study investigated the predictive validity of a dynamic assessment designed to evaluate later risk for reading difficulty in bilingual Latino children at risk for language impairment. During kindergarten, 63 bilingual Latino children completed a dynamic assessment nonsense-word recoding task that yielded pretest to posttest gain scores, residuum gain scores, and modifiability scores. At the end of first grade, the same participants completed criterion reading measures of word identification, decoding, and reading fluency. The dynamic assessment yielded high classification accuracy, with sensitivity and specificity at or above 80% for all three criterion reading measures, including 100% sensitivity for two out of the three first-grade measures. The dynamic assessment used in this study has promise as a means for predicting first-grade word-level reading ability in Latino, bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10