Validation of the Informal Decoding Inventory

Autor/inn/en	McKenna, Michael C.; Walpole, Sharon; Jang, Bong Gee
Titel	Validation of the Informal Decoding Inventory
Quelle	In: Assessment for Effective Intervention, 42 (2017) 2, S.110-118 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508416640747
Schlagwörter	Informal Reading Inventories; Decoding (Reading); Test Validity; Test Reliability; Diagnostic Tests; Grade 1; Elementary School Students; Rural Schools; Word Recognition; Reading Tests; Correlation; Factor Analysis; Factor Structure; Classification; Accuracy + Suchen Sie Ihr Suchwort? Dekodierung; Testvalidität; Testreliabilität; Diagnostic test; Diagnostischer Test; School year 01; 1. Schuljahr; Schuljahr 01; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Worterkennung; Lesetest; Korrelation; Faktorenanalyse; Faktorenstruktur; Classification system; Klassifikation; Klassifikationssystem
Abstract	This study investigated the reliability and validity of Part 1 of the Informal Decoding Inventory (IDI), a free diagnostic assessment used to plan Tier 2 intervention for first graders with decoding deficits. Part 1 addresses single-syllable words and consists of five subtests that progress in difficulty and that contain real word and pseudoword components. The IDI was administered to a sample of 94 first graders who attended three high-poverty schools in a rural district located in a South Atlantic state. The "Test of Word Recognition Efficiency-Second Edition" (TOWRE-2) was given in the same session. Internal consistency (Cronbach's a) exceeded .70 for the total scores and all but one subtest. Total scores for real words and pseudowords correlated highly with TOWRE-2 subtests. Confirmatory factor analysis substantiated the five-factor structure of the IDI, and mean comparisons affirmed the order of the subtests in all cases but one. Overall, this preliminary study affirmed the reliability and validity of the IDI. Limitations and directions for future research are discussed. (As Provided).
Anmerkungen	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://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01