Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade

Research has emphasized the importance of phonological awareness, phonemic decoding, and automaticity in reading development. Special and general education teachers need valid, efficient, and effective early literacy indicators for schoolwide screening and monitoring that adequately predict reading...

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Bibliographic Details
Published in:The Journal of special education 2009-02, Vol.42 (4), p.209-226
Main Authors: Burke, Mack D., Hagan-Burke, Shanna, Kwok, Oiman, Parker, Richard
Format: Article
Language:English
Subjects:
Control Groups
Decoding
Early childhood education
Elementary school students
Emergent Literacy
General Education
Georgia
Grade 1
Grade 2
Kindergarten
Kindergarten students
Kindergartens
Literacy
Measures (Individuals)
Path Analysis
Phonological Awareness
Predictive Validity
Preschool Education
Reading Difficulties
Reading disabilities
Reading Failure
Reading Fluency
Reading instruction
Reading Skills
Reading Tests
Rural Areas
Screening
Screening Tests
Special Education
Teachers
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Summary:Research has emphasized the importance of phonological awareness, phonemic decoding, and automaticity in reading development. Special and general education teachers need valid, efficient, and effective early literacy indicators for schoolwide screening and monitoring that adequately predict reading outcomes. The purpose of this study was to examine the interrelationships and predictiveness of kindergarten early literacy indicators from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) within the context of a path analysis. The results support the validity of kindergarten DIBELS in predicting ever more complex reading skills in a developmental progression from the middle of kindergarten to second grade.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466907313347