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Examining the predictive validity of the STAR Early Literacy and Reading Assessments across a sample of elementary school students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining the predictive validity of the STAR Early Literacy and Reading Assessments across a sample of elementary school students./
Author:	Curtin, Kristy A.
Description:	1 online resource (169 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
Subject:	Quantitative psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355985375

Examining the predictive validity of the STAR Early Literacy and Reading Assessments across a sample of elementary school students.
Curtin, Kristy A.

Examining the predictive validity of the STAR Early Literacy and Reading Assessments across a sample of elementary school students. - 1 online resource (169 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2018.

Includes bibliographical references

The current research study sought to examine, within a universal screening paradigm, the predictive validity of two computer adaptive tests, the STAR Early Literacy (SEL) and Reading (SR) assessments. The focus was to establish whether these tools could accurately discriminate At-Risk from No-Risk groups using known performance on future measures of reading achievement. Results of several diagnostic efficiency analyses found that the STAR Early Literacy (SEL) assessment, when used as a universal screening tool in kindergarten and first grade, produced specificity values consistently above the widely accepted 80% threshold. However, similar to other prediction studies sensitivity values were mixed. Similar findings were reported when examining the predictive validity of the STAR Reading (SR) assessment. An added component to this study sought to compare performance over time between At-Risk and No-Risk groups established during the Fall of kindergarten. Results of several ANOVA's and unpaired t-tests revealed that the At-Risk group did not make enough gains over time to match the performance of their No-Risk peers. Although both the STAR Early Literacy (SEL) and STAR Reading (SR) assessments show promise as universal screening tools, more research is needed to substantiate their use within a universal screening paradigm.

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

Mode of access: World Wide Web

ISBN: 9780355985375Subjects--Topical Terms:

1182802
Quantitative psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Examining the predictive validity of the STAR Early Literacy and Reading Assessments across a sample of elementary school students.
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245 1 0 $a Examining the predictive validity of the STAR Early Literacy and Reading Assessments across a sample of elementary school students.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
500 $a Adviser: Judith Kaufman.
502 $a Thesis (Psy.D.)--Fairleigh Dickinson University, 2018.
504 $a Includes bibliographical references
520 $a The current research study sought to examine, within a universal screening paradigm, the predictive validity of two computer adaptive tests, the STAR Early Literacy (SEL) and Reading (SR) assessments. The focus was to establish whether these tools could accurately discriminate At-Risk from No-Risk groups using known performance on future measures of reading achievement. Results of several diagnostic efficiency analyses found that the STAR Early Literacy (SEL) assessment, when used as a universal screening tool in kindergarten and first grade, produced specificity values consistently above the widely accepted 80% threshold. However, similar to other prediction studies sensitivity values were mixed. Similar findings were reported when examining the predictive validity of the STAR Reading (SR) assessment. An added component to this study sought to compare performance over time between At-Risk and No-Risk groups established during the Fall of kindergarten. Results of several ANOVA's and unpaired t-tests revealed that the At-Risk group did not make enough gains over time to match the performance of their No-Risk peers. Although both the STAR Early Literacy (SEL) and STAR Reading (SR) assessments show promise as universal screening tools, more research is needed to substantiate their use within a universal screening paradigm.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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