Validity Evidence for a Computerized Adaptive Measure of Early Literacy Skills for Progress Monitoring and Prediction of Later Reading Achievement
Multiple schools, Multiple cities,
DETAILS: Location: 30 U.S. states; Design: Predictive validity study; Sample: Grades K-2 at 130 schools; Measures: Star Early Literacy, Star Reading; Duration: 2 school years.
RESULTS: The early assessment of pre-reading or early literacy skills is vitally important in a comprehensive educational approach. This research investigated the predictive validity of scores from Star Early Literacy, a computer-adaptive test of early literacy skills, with evidence for its utility in monitoring student progress across the academic year. The assessment measures the main domains of skills known to be prerequisites for later reading skills, such as phonics, phonemic awareness, text comprehension, and vocabulary. Students from 2 consecutive school years spanning grades K-2 were assessed on early literacy skills 3 times across the initial school year, and then 2 grades later were assessed on reading skills. Results provided strong evidence for both predictive validity and use as a monitor of student progress.
AUTHORS: Joseph Betts, PhD, MMIS and James R. McBride, PhD.
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