Kindergarten literacy assessment of English Only and English language learner students: An examination of the predictive validity of three phonemic awareness measures.
The study assessed the ability of English phonemic awareness measures to predict kindergarten reading performance and determine factors that contributed to growth trajectories on those measures for English Only (EO) and English language learner (ELL) students. Using initial sound fluency (ISF), phoneme segmentation fluency (PSF), and a combined phoneme segmentation task (CPST), students' beginning of kindergarten scores were used to predict end-of-kindergarten Nonsense Word Fluency (NWF) and reading (WRMT-R/NU). Regression analyses revealed that ISF and CPST early in kindergarten predicted variance in NWF and WRMT-R/NU. PSF did not predict reading performance over ISF or CPST. While gender was a significant factor in the growth curves across the measures, results revealed no significant difference for EO and ELL students.
Linklater
Danielle L
DL
Graduate School of Education, University of California, Riverside, CA, 92521, USA. dedel001@ucr.edu
O'Connor
Rollanda E
RE
Palardy
Gregory J
GJ
D001364:Awareness / Q000502:physiology*; D002140:California; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D004521:Educational Measurement / Q000379:methods / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D007802:Language; D007807:Language Tests / Q000706:statistics & numerical data*; D007858:Learning / Q000502:physiology; D008297:Male; D010700:Phonetics; D011237:Predictive Value of Tests; D011932:Reading; D017678:Sex Distribution; D013334:Students / Q000523:psychology*