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Word Calling on Curriculum Based Mea...

Felt, Jacquelyn Nicole.

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Word Calling on Curriculum Based Measures in English Language Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Word Calling on Curriculum Based Measures in English Language Learners./
Author:	Felt, Jacquelyn Nicole.
Description:	105 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620813
ISBN:	9781303914744

Word Calling on Curriculum Based Measures in English Language Learners.
Felt, Jacquelyn Nicole.

Word Calling on Curriculum Based Measures in English Language Learners. - 105 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

This item must not be sold to any third party vendors.

This study analyzed existing data, collected under an Institute of Education Sciences Education Research grant, to examine scores on common oral reading fluency and reading comprehension curriculum based measures (DIBELS and IDEL) used with native Spanish-speaking English language learners (ELLs) to explore the prevalence of "word calling", or reading fluently without commensurate comprehension. Participants included 238 Spanish-speaking ELLs in grades 1 through 5 and 246 of their native English-speaking Spanish language learner (NES/SLL) peers enrolled in a dual language immersion program. Word calling on English CBMs occurred in 15.7% of ELLs and 23.7% of the NES/SLL peers. Word calling also occurred on Spanish CBMs (28.2% of ELLs and 40.7% of NES/SLLs). There was no significant difference in rates of word calling in either language by native-language proficiency. Word calling by ELLs in English was significantly associated with word calling in Spanish (phi = .21, p < .01). Word calling by ELLs on English measures did not vary significantly by grade or ELP proficiency but did vary by grade on Spanish measures, with first graders slightly more likely to word call than second graders ( r = 12.25, p < .05. Finally, results suggested that word calling was not an important predictor of later reading outcomes for this sample of students.

ISBN: 9781303914744Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Word Calling on Curriculum Based Measures in English Language Learners.
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100 1 $a Felt, Jacquelyn Nicole. $3 3170641
245 1 0 $a Word Calling on Curriculum Based Measures in English Language Learners.
300 $a 105 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Craig A. Albers.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study analyzed existing data, collected under an Institute of Education Sciences Education Research grant, to examine scores on common oral reading fluency and reading comprehension curriculum based measures (DIBELS and IDEL) used with native Spanish-speaking English language learners (ELLs) to explore the prevalence of "word calling", or reading fluently without commensurate comprehension. Participants included 238 Spanish-speaking ELLs in grades 1 through 5 and 246 of their native English-speaking Spanish language learner (NES/SLL) peers enrolled in a dual language immersion program. Word calling on English CBMs occurred in 15.7% of ELLs and 23.7% of the NES/SLL peers. Word calling also occurred on Spanish CBMs (28.2% of ELLs and 40.7% of NES/SLLs). There was no significant difference in rates of word calling in either language by native-language proficiency. Word calling by ELLs in English was significantly associated with word calling in Spanish (phi = .21, p < .01). Word calling by ELLs on English measures did not vary significantly by grade or ELP proficiency but did vary by grade on Spanish measures, with first graders slightly more likely to word call than second graders ( r = 12.25, p < .05. Finally, results suggested that word calling was not an important predictor of later reading outcomes for this sample of students.
590 $a School code: 0262.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, General. $3 1019158
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710 2 $a The University of Wisconsin - Madison. $b Educational Psychology. $3 3170079
773 0 $t Dissertation Abstracts International $g 75-09A(E).
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792 $a 2014
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620813