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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 (2007-2008) 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 (2008-2009) 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. Fall3.960.417 Winter34.208.009 Spring33.290.026 Measurement Time dfFSig. Fall31.541.212 Winter31.584.201 Spring32.665.055

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 37.540.000 Winter 312.138.000 Spring 317.620.000 Measurement Time dfFSig. Fall 39.741.000 Winter 35.337.002 Spring 313.874.000

15 Cohort 1 Results: FAIR Coefficients for PRS-AP1 ModeltSig. PN11.040.302 RHY1-.261.795 ALL1.963.339 PN21.367.176 RHY2-.718.475 ALL22.610.011* PN3.494.623 RHY3.359.721 ALL32.204.031*

16 Cohort 2 Results: FAIR Coefficients for PRS-AP1 ModeltSig. PN12.424.017* RHY11.233.220 ALL11.878.063 PN23.476.001* RHY2.805.422 ALL22.311.022* PN34.172.000* RHY3-.075.940 ALL33.503.001* Coefficients for PRS-AP2 ModeltSig. PN12.393.018* RHY1.747.457 ALL11.419.158 PN2 3.473.001* RHY2 1.112.268 ALL2 1.130.260 PN34.174.000* RHY3.459.647 ALL31.893.060*

17 Results: FAIR Picture Naming, Rhyming, Alliteration included at all measurement times Model Summary Cohort 1 Measurement TimeR2R2 Adj. R 2 Fall AP1.041-.002 Winter AP1.157.119 Spring AP1.130.091 Fall AP2.065.023 Winter AP2.066.024 Spring AP2.108.067

18 Results: FAIR Picture Naming, Rhyming, Alliteration included at all measurement times Model Summary Cohort 2 Measurement Time R2R2 Adj. R 2 Fall AP1.140.121 Winter AP1.197.181 Spring AP1.269.253 Fall AP2.102.083 Winter AP2.163.146 Spring AP2.227.210

19 Results: DIBELS Measurement Time dfFSig. Fall 3 3.003.036 Winter 3 8.428.000 Spring 3 4.603.005 ANOVA for DIBELS ISFANOVA for DIBELS LNF Measurement Time dfFSig. Fall 3 4.953.003 Winter 3 9.116.000 Spring 3 7.064.000

20 Results: DIBELS Coefficients for DIBELS LNF ModeltSig. PN12.893.005* RHY1.235.815 ALL1.827.411 PN23.346.001* RHY2-.870.387 ALL22.581.012* PN3.726.470 RHY31.128.263 ALL32.771.007* Coefficients for DIBELS LNF ModeltSig. PN12.707.008* RHY1-.063.950 ALL1-.090.929 PN22.608.011* RHY2-1.452.151 ALL23.404.001* PN3.593.555 RHY3-.026.979 ALL32.918.005*

21 Results: DIBELS Model Summary ISF Measurement time R2R2 Adj. R 2 Fall.110.073 Winter.257.227 Spring.163.127 Model Summary LNF Measurement time R2R2 Adj. R 2 Fall.169.135 Winter.273.243 Spring.230.197

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- http://dibels.uoregon.edu/index.phphttp://dibels.uoregon.edu/index.php 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, 215-227. 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 gillardm@stlucie.k12.fl.us


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