Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters

Petscher, Yaacov; Kim, Young-Suk

doi:10.1177/1534508411407761

Cited by 8 publications

(16 citation statements)

References 29 publications

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“…We selected the 40th percentile as a way to sample the lower end of the achievement spectrum without truncating the range too severely. The 40th percentile is a common cut point on achievement tests (American Institutes for Research, 2007) and has been used to denote risk status in several studies (Brasseur-Hock, Hock, Kieffer, Biancarosa, & Deschler, 2011; Catts et al, 2009; Petscher & Kim, 2011).…”

Section: Methodsmentioning

confidence: 99%

Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

Clemens

Hsiao

Simmons

et al. 2018

Assessment for Effective Intervention

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Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who were considered to be at risk for reading difficulty at the start of kindergarten were monitored across the year with a set of paper-based progress monitoring measures and a computer-adaptive test. Dominance analyses were used to determine the extent to which each measure uniquely predicted year-end reading skills relative to other measures. Although the computer-adaptive test was the most dominant predictor at the start of the year over letter sound fluency, letter naming fluency, and phoneme segmentation fluency, letter sound fluency was most dominant by December. Measures of fluency reading real words administered across the second half of the year were dominant to all other assessments. The implications for measure selection are discussed.

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Section: Methodsmentioning

confidence: 99%

Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

Clemens

Hsiao

Simmons

et al. 2018

Assessment for Effective Intervention

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“…Rather, some letter names and letter sounds are easier and hence learned before others (e.g., Justice, Pence, Bowles, & Wiggins, 2006; McBride-Chang, 1999; Petscher & Kim, 2011; Phillips, Piasta, Anthony, & Lonigan, 2012; Treiman & Kessler, 2003), indicating that specific letter-name and letter-sound knowledge varies in acquisition. For example, children learn the name and sound for the letter B earlier and more easily than for the letter F (Treiman & Kessler), and children learn the first letter of their names before other letters (Phillips et al, 2012; Treiman & Broderick, 1998).…”

Section: Background and Contextmentioning

confidence: 99%

Dimensionality and reliability of letter writing in 3- to 5-year-old preschool children

Puranik

Petscher

Lonigan

2013

Learning and Individual Differences

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The primary purpose of this study was to examine the dimensionality and reliability of letter writing skills in preschool children with the aim of determining whether a sequence existed in how children learn to write the letters of the alphabet. Additionally, we examined gender differences in the development of letter writing skills. 471 children aged 3 to 5 years old completed a letter writing task. Results from factor analyses indicated that letter writing represented a unidimensional skill. Similar to research findings that the development of letter-names and letter-sound knowledge varies in acquisition, our findings indicate that the ability to write some letters is acquired earlier than the ability to write other letters. Although there appears to be an approximate sequence for the easiest and most difficult letters, there appears to be a less clear sequence for letters in the middle stages of development. Overall, girls had higher letter writing scores compared to boys. Gender differences regarding difficulty writing specific letters was less conclusive; however, results indicated that when controlling for ability level, girls had a higher probability of writing a letter correctly than boys. Implications of these findings for the assessment and instruction of letter writing are discussed.

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“…As described by Petscher, Kim, and Foorman (2011), assessments have varying levels of diagnostic accuracy depending on the measure that is used as a criterion or outcome. Indeed, we saw differences in diagnostic accuracy of the PELI depending on the criterion measure.…”

Section: Discussionmentioning

confidence: 99%

“…Our primary design specification was the establishment of a goal level at which the likelihood of a child being on track was high and of the likelihood of need for support was low, thus, we maximized the negative predictive power in our specification of goals. According to Petscher and colleagues, if the goal of an assessment is to identify the students who have a low chance of needing support, it is important to maximize negative predictive power (Petscher et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

The Preschool Early Literacy Indicators

Kaminski¹,

Abbott²,

Aguayo³

et al. 2014

Topics in Early Childhood Special Education

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Assessment is at the center of a decision-making model within a Response to Intervention (RTI) framework. Assessments that can be used for universal screening and progress monitoring in early childhood RTI models are needed that are both psychometrically sound and appropriate to meet developmental needs of young children. The Preschool Early Literacy Indicators (PELI), an assessment tool developed for screening and for progress monitoring, was designed to incorporate psychometrically sound assessment practices within an authentic assessment format. The current study provides data on concurrent and predictive validity of the PELI as well as analyses leading to the development of preliminary benchmark goals on the PELI. The PELI demonstrates significant differences in performance by age and growth in early literacy and language skills across the preschool years. Correlations between the PELI and criterion measures of similar skills are moderate to strong and predictive probabilities with respect to outcome measures are moderate to strong.

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Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters

Cited by 8 publications

References 29 publications

Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

Dimensionality and reliability of letter writing in 3- to 5-year-old preschool children

The Preschool Early Literacy Indicators

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