Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students (N = 137) of whom the majority was receivi...

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Published inJournal of learning disabilities Vol. 51; no. 1; pp. 85 - 104
Main Authors Clemens, Nathan H., Soohoo, Michelle M., Wiley, Colby P., Hsiao, Yu-Yu, Estrella, Ivonne, Allee-Smith, Paula J., Yoon, Myeongsun
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.01.2018
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Academic Performance - standards
Achievement Gains
Child
Child Development
Child, Preschool
Early literacy
Female
Fluency
Follow-Up Studies
Humans
Intervention
Kindergarten
Kindergarten students
Language Tests - standards
Learning disabilities
Male
Measures (Individuals)
Phoneme Grapheme Correspondence
Phonemes
Reading
Reading ability
Reading Achievement
Reading comprehension
Reading Instruction
Reading Skills
Reading Tests
Reliability
Segmentation
Skill Development
Special education
Spelling
Statistical Analysis
Studies
Validity
progress monitoring
reading
curriculum-based measurement
early literacy
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Summary:Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students (N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students’ reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.
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ISSN:0022-2194
1538-4780
DOI:10.1177/0022219416688171