Literacy Screening Among Latino/a and Dual Language Learner Kindergarteners: Predicting First Grade Reading Achievement

This study examined the relative contributions of Latino/a children's (N = 102) school readiness and early literacy skills during kindergarten in predicting first grade reading achievement. By using discriminant function analyses, the current study identified a set of areas to assess that could...

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Bibliographic Details
Published in:Literacy research and instruction 2017-07, Vol.56 (3), p.250-267
Main Authors: Edyburn, Kelly L., Quirk, Matthew, Felix, Erika, Swami, Sruthi, Goldstein, Ariel, Terzieva, Antoniya, Scheller, Jennifer
Format: Article
Language:English
Subjects:
Bilingual Students
Correlation
Discriminant analysis
dual language learners
early literacy
Emergent Literacy
Grade 1
Hispanic American Students
Intelligence Tests
Kindergarten
Language Acquisition
Language Tests
Literacy
multitiered systems of support
Predictive Measurement
Predictive Validity
Reading Achievement
Receptive Language
School Readiness
Screening Tests
Statistical Analysis
Verbal Ability
Vocabulary
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Summary:This study examined the relative contributions of Latino/a children's (N = 102) school readiness and early literacy skills during kindergarten in predicting first grade reading achievement. By using discriminant function analyses, the current study identified a set of areas to assess that could be used to effectively screen children during kindergarten to distinguish those that might benefit most from early and targeted literacy supports. Results suggest that receptive vocabulary, phonological awareness, and word reading were the areas in kindergarten that provided strong predictive power for understanding children's end of first grade reading achievement. These results provide important insights into an efficient assessment framework literacy educators can utilize to effectively monitor and support the early literacy development of Latino/a students.
ISSN:1938-8071
1938-8063
DOI:10.1080/19388071.2017.1305470