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Extending the Research on the Tests of Early Numeracy: Longitudinal Analyses Over Two School Years

Baglici, S. P., Codding, R., Tryon, G. — Fri, 23 Oct 2009 10:51:21 PDT

The purpose of this study was to extend the research on the Tests of Early Numeracy (TEN) by following a cohort of 61 students from kindergarten through first grade. Specifically, this study examined the relationship between kindergarten and first-grade TEN measures built within and across school years and their predictive validity of a math curriculum-based measurement and teacher-derived measures of mathematics administered in first grade. Correlation analyses indicated significant relationships between kindergarten and first-grade TEN performance. Results from repeated-measures analyses of variance indicated that students made significant growth on all of the TEN measures from winter kindergarten to spring of first grade; however, different measures yielded significant growth within each grade. Kindergarten TEN performance also accounted for a significant amount of variance in first-grade computation skills and was moderately correlated with teacher ratings.

Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension

Fri, 28 Aug 2009 10:13:02 PDT

The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The Texas Assessment of Knowledge and Skills and the Stanford Achievement Test were also administered in the third grade. Oral reading fluency was a reliable predictor of student success on both measures. Data suggest that greater student growth in oral reading fluency is needed through the grade levels to ensure high probabilities of success on the nationally normed measure, as compared to what is needed for the state-normed measure. Implications for practice and future research are discussed.

A Comparison of Metrics for Scoring Beginning Spelling

Ritchey, K. D., Coker, D. L., McCraw, S. B. — Wed, 20 May 2009 10:04:41 PDT

The authors investigated four spelling scoring metrics: total words correct, correct letter sequences, correct sounds, and phonological coding scoring (developed by Tangel and Blachman) across two studies with children in kindergarten. The relationships between spelling scores and measures of reading, phonological awareness, and writing skills were studied. The scores from each metric were highly correlated. There were moderate to strong relationships between each spelling score and word reading, phonological awareness, letter name fluency, nonsense word fluency, and writing skills. Additionally, each spelling metric was sensitive to growth across 2-month intervals. The results suggest that these scoring metrics provide an equivalent index of spelling skill at a single assessment point and that phonological coding is most sensitive to growth over time.

Psychometric Properties of a Korean Translation of the Scales of Independent Behavior-Revised

Cho, S.-J., Paik, E., Lee, B.-I., Yi, J. — Tue, 12 May 2009 09:38:28 PDT

This study explores the psychometric properties of data drawn from the Korean translation of the full Scales of Independent Behavior–Revised (SIB-R). In addition, semantic, content, conceptual, and technical equivalence are examined. The participants include 2,763 typically developing children and 406 children with intellectual disabilities residing in South Korea. The results reveal that data from the Korean SIB-R were reliable and could be used for valid decisions. This study provides empirical evidence that the Korean SIB-R is a useful assessment tool to measure adaptive behavior skills of children in South Korea.

Predicting Performance on High-Stakes Assessment for Proficient Students and Students At Risk With Oral Reading Fluency Growth

Ditkowsky, B., Koonce, D. A. — Mon, 04 May 2009 12:28:33 PDT

The current study examines the predictive relationship of Dynamic Indicators of Basic Early Literacy Skills oral reading fluency (DORF) scores to high-stakes test performance. Data were collected from 423 students. The participants were divided into three groups based on the level of progress that was made from the fall to the spring benchmark period. A descriptive, nonexperimental design was followed by a quasiexperimental examination of the relations between progress measured by DORF and results of high-stakes testing. Results indicate that progress in oral reading is meaningful in terms of fluency and high-stakes outcomes. In addition, progress measured using oral reading fluency increases the chances of students with special education needs meeting standards on high-stakes tests. Implications of the findings are presented.

Preliminary Psychometric Data for the Academic Coping Strategies Scale

Sullivan, J. R. — Mon, 02 Feb 2009 11:37:03 PST

The purpose of this article is to describe the psychometric characteristics of the Academic Coping Strategies Scale (ACSS), which was designed to assess college students’ coping strategies within the context of a specific academic stressor. This article will present results of analyses of factor structure, internal consistency, test-retest stability, and validity evidence based on relationships with other variables. Results suggest that items can be grouped into three easily interpretable factors (i.e., Approach, Avoidance, and Social Support) and that preliminary psychometric data are mostly favorable. The article will also describe limitations of the study, directions for future research, and potential applications of the ACSS. An important next step in the development of the ACSS will be to modify the scale for use with middle and high school students so that professionals working in the schools will have a method of assessing academic coping strategies among youth.