The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Toward a Technology for Assessing Basic Early Literacy Skills
Abstract
This study examined the reliability, validity, and sensitivity of experimental measures developed to assess three areas of early literacy: phonological awareness, vocabulary development, and fluency in letter naming. The measures were designed for repeated use to identify children with difficulty acquiring basic early literacy skills and to evaluate the effectiveness of interventions for these children. Subjects were 38 kindergarten and 40 first grade children. Results indicated that the measures displayed adequate psychometric properties for kindergarten children who were not yet reading. Reliabilities were moderate to high and evidence was obtained for the criterion-related validity of the measures. Sensitivity of the measures was supported, although further research is needed. As expected, the experimental measures were less useful for first graders who were reading well. Implications for practice are discussed.
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Citations
Cites
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303
Summarizing Trend in Student Achievement: A Comparison of Methods
Shinn, M. R., Good, R. H., & Stein, S. (1989) · School Psychology Review · doi:10.1080/02796015.1989.12085432 · Cited by 58
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Cited by
Dynamic Indicators of Basic Early Literacy Skills
(2018) · The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation · doi:10.4135/9781506326139.n214 · Cited by 1,051
Developments in Curriculum-Based Measurement
Deno, S. L. (2003) · The Journal of Special Education · doi:10.1177/00224669030370030801 · Cited by 653
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545
Self-citationGersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E. (2010) · American Educational Research Journal · doi:10.3102/0002831209361208 · Cited by 198
Good, R. H., & Kaminski, R. A. (1996) · School Psychology Quarterly · doi:10.1037/h0088938 · Cited by 127
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Metadata
- Authors
- Kaminski, R. A., & Good, R. H.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 1996-06-01
- Volume
- 25
- Issue
- 2
- Pages
- 215-227
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W2154399907
- Cited by
- 434
- References
- 2
- FWCI
- 9.72
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
