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Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten./
作者:	Soltz, Sarah Devorah.
面頁冊數:	1 online resource (94 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9781339975085

Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten.
Soltz, Sarah Devorah.

Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten. - 1 online resource (94 pages)

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--University of Oregon, 2016.

Includes bibliographical references

This dissertation study examined the predictive validity of alphabetic knowledge and phonemic awareness assessments on word reading fluency. The participants were approximately 900 kindergarten students from a suburban school district in Oregon. The study used extant curriculum-based measure (CBM) reading assessment data collected during the 2013-2014 school year to examine the predictive validity of measures of letter naming fluency (LN), letter sound fluency (LS), and phoneme segmentation fluency (PS) on word reading fluency (WRF). Linear regression was employed to examine the amount of variance that early reading skills (LN, LS, and PS), measured during the fall and winter, explained in WRF measured in the spring of kindergarten. The relation of non-performance demographic data to student spring WRF was also examined. Results of this research are intended to inform practitioners implementing early reading instruction and interventions through an equity lens.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339975085Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten.
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Adviser: Gerald Tindal.
502 $a Thesis (Ed.D.)--University of Oregon, 2016.
504 $a Includes bibliographical references
520 $a This dissertation study examined the predictive validity of alphabetic knowledge and phonemic awareness assessments on word reading fluency. The participants were approximately 900 kindergarten students from a suburban school district in Oregon. The study used extant curriculum-based measure (CBM) reading assessment data collected during the 2013-2014 school year to examine the predictive validity of measures of letter naming fluency (LN), letter sound fluency (LS), and phoneme segmentation fluency (PS) on word reading fluency (WRF). Linear regression was employed to examine the amount of variance that early reading skills (LN, LS, and PS), measured during the fall and winter, explained in WRF measured in the spring of kindergarten. The relation of non-performance demographic data to student spring WRF was also examined. Results of this research are intended to inform practitioners implementing early reading instruction and interventions through an equity lens.
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538 $a Mode of access: World Wide Web
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650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Early childhood education. $3 557157
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