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Using alphabet knowledge and phonemi...

Soltz, Sarah Devorah.

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Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten./
Author:	Soltz, Sarah Devorah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	94 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10142194
ISBN:	9781339975085

Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten.
Soltz, Sarah Devorah.

Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 94 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--University of Oregon, 2016.

This dissertation study examined the predictive validity of alphabetic knowledge and phonemic awareness assessments on word reading fluency. The participants were approximately 900 kindergarten students from a suburban school district in Oregon. The study used extant curriculum-based measure (CBM) reading assessment data collected during the 2013-2014 school year to examine the predictive validity of measures of letter naming fluency (LN), letter sound fluency (LS), and phoneme segmentation fluency (PS) on word reading fluency (WRF). Linear regression was employed to examine the amount of variance that early reading skills (LN, LS, and PS), measured during the fall and winter, explained in WRF measured in the spring of kindergarten. The relation of non-performance demographic data to student spring WRF was also examined. Results of this research are intended to inform practitioners implementing early reading instruction and interventions through an equity lens.

ISBN: 9781339975085Subjects--Topical Terms:

529436
Educational leadership.

Using alphabet knowledge and phonemic awareness assessments to predict word reading fluency in kindergarten.
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300 $a 94 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Adviser: Gerald Tindal.
502 $a Thesis (Ed.D.)--University of Oregon, 2016.
520 $a This dissertation study examined the predictive validity of alphabetic knowledge and phonemic awareness assessments on word reading fluency. The participants were approximately 900 kindergarten students from a suburban school district in Oregon. The study used extant curriculum-based measure (CBM) reading assessment data collected during the 2013-2014 school year to examine the predictive validity of measures of letter naming fluency (LN), letter sound fluency (LS), and phoneme segmentation fluency (PS) on word reading fluency (WRF). Linear regression was employed to examine the amount of variance that early reading skills (LN, LS, and PS), measured during the fall and winter, explained in WRF measured in the spring of kindergarten. The relation of non-performance demographic data to student spring WRF was also examined. Results of this research are intended to inform practitioners implementing early reading instruction and interventions through an equity lens.
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