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USING EARLY LITERACY ASSESSMENTS TO PREDICT READING ACHIEVEMENT Anna Michelle Gillard, PhD, NCSP NASP Annual Conference March 5, 2010.

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Presentation on theme: "USING EARLY LITERACY ASSESSMENTS TO PREDICT READING ACHIEVEMENT Anna Michelle Gillard, PhD, NCSP NASP Annual Conference March 5, 2010."— Presentation transcript:

1 USING EARLY LITERACY ASSESSMENTS TO PREDICT READING ACHIEVEMENT Anna Michelle Gillard, PhD, NCSP NASP Annual Conference March 5, 2010

2 Early Literacy Assessment Essential to reading acquisition Early literacy skills include Phonological awareness Vocabulary skills Letter knowledge Purposes of assessment include: Progress monitoring Identification of struggling students

3 Why is this important? Monitor progress Identify struggling students Develop appropriate interventions

4 Individual Growth & Development Indicators Early literacy measures created through collaboration between the Universities of Minnesota, Kansas, and Oregon Created to measure early childhood development, one area of which is early literacy Include three subtests Picture Naming Rhyming Alliteration Reliability and validity (McConnell, Priest, Davis, & McEvoy, 2000; Missal & McConnell, 2004)

5 Picture Naming 1 minute, timed fluency measure of expressive language Child is required to name pictures

6 Rhyming 2 minute fluency measure of phonological awareness Child is required to identify the picture in a set of 3 that sounds like the target picture

7 Alliteration 2 minute fluency measure of phonological awareness Child is required to identify the picture in a set of 3 that starts with the same sound as the target picture

8 DIBELS Measures of early literacy skills Phonological awareness Letter knowledge Timed, fluency measures Formerly mandated through the Reading First grant Research shows that DIBELS are predictive of reading achievement (Gillard, 2008; Good, Simmons, & Kameenui, 2001; Kaminski & Good, 1996)

9 Florida Assessments In Reading (FAIR) New statewide reading assessment (K-12) Three levels of assessment: Broad Screening Targeted Diagnostics Progress Monitoring Primary measure for K-2: Probability of Reading Success (PRS)

10 Participants: Cohort 1 ( ) 95 students in five VPK classes Demographic make-up 82 remaining in Kindergarten (08-09) 75 remaining in First grade (09-10) However, FAIR data not available for all students

11 Participants: Cohort 2 ( ) 180 students in 11 VPK classes Demographic make-up 165 included in this sample FAIR data not available for all students

12 Measures IGDIs – Administered Fall, Winter, & Spring – All measures attempted DIBELS – Only Cohort 1 – ISF and LNF administered within first 30 days of school – Reading First schools given DIBELS three times FAIR – AP 1: Administered between 6 th and 40 th day of school – AP 2: Administered between 66 th and 100 th day of school – All students: Broad Screening, Broad Diagnostics – Some students: Targeted Diagnostics

13 Cohort 1 Results: FAIR ANOVA for PRS-AP1ANOVA for PRS-AP2 Picture Naming, Rhyming, Alliteration included at each measurement period Measurement Time dfFSig. Fall Winter Spring Measurement Time dfFSig. Fall Winter Spring

14 Cohort 2 Results: FAIR ANOVA for PRS-AP1ANOVA for PRS-AP2 Picture Naming, Rhyming, Alliteration included at each measurement period Measurement Time dfFSig. Fall Winter Spring Measurement Time dfFSig. Fall Winter Spring

15 Cohort 1 Results: FAIR Coefficients for PRS-AP1 ModeltSig. PN RHY ALL PN RHY ALL * PN RHY ALL *

16 Cohort 2 Results: FAIR Coefficients for PRS-AP1 ModeltSig. PN * RHY ALL PN * RHY ALL * PN * RHY ALL * Coefficients for PRS-AP2 ModeltSig. PN * RHY ALL PN * RHY ALL PN * RHY ALL *

17 Results: FAIR Picture Naming, Rhyming, Alliteration included at all measurement times Model Summary Cohort 1 Measurement TimeR2R2 Adj. R 2 Fall AP Winter AP Spring AP Fall AP Winter AP Spring AP

18 Results: FAIR Picture Naming, Rhyming, Alliteration included at all measurement times Model Summary Cohort 2 Measurement Time R2R2 Adj. R 2 Fall AP Winter AP Spring AP Fall AP Winter AP Spring AP

19 Results: DIBELS Measurement Time dfFSig. Fall Winter Spring ANOVA for DIBELS ISFANOVA for DIBELS LNF Measurement Time dfFSig. Fall Winter Spring

20 Results: DIBELS Coefficients for DIBELS LNF ModeltSig. PN * RHY ALL PN * RHY ALL * PN RHY ALL * Coefficients for DIBELS LNF ModeltSig. PN * RHY ALL PN * RHY ALL * PN RHY ALL *

21 Results: DIBELS Model Summary ISF Measurement time R2R2 Adj. R 2 Fall Winter Spring Model Summary LNF Measurement time R2R2 Adj. R 2 Fall Winter Spring

22 Implications Results suggest preschool measures can be used to predict kindergarten and some first grade reading measures If the PRS score can be used to predict reading success as measured by the SAT-10, and the IGDIs can be used to predict PRS scores, then we may be able to predict, in preschool, which students are most likely to struggle on the SAT-10

23 References DIBELS- Gillard, A.M. (2008). The Predictive Validity of Kindergarten Assessment Good, Simmons, & Kameenui (2001). Kaminski, R.A. & Good, R.H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, McConnell, S. R., Priest, J. S., Davis, S. D., & McEvoy, M. A. (2002). Best practices in measuring growth and development for preschool children. In A. Thomas & J.Grimes (Eds.), Best Practices in School Psychology IV (pp. 1231– 1246). Bethesda, MD: National Association of School Psychologists. Missall, K. & McConnell, S.R. (2004). Psychometric characteristics of Individual Growth and Development Indicators: Picture Naming, Rhyming, and Alliteration

24 Questions?

25 Contact Information Anna Michelle Gillard, PhD, NCSP


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