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Pseudo-words vs. real words: Predict...

Sisco-Taylor, Dennis Trevaughn.

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Pseudo-words vs. real words: Predicting reading outcomes for culturally and linguistically diverse students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Pseudo-words vs. real words: Predicting reading outcomes for culturally and linguistically diverse students./
作者:	Sisco-Taylor, Dennis Trevaughn.
面頁冊數:	42 p.
附註:	Source: Masters Abstracts International, Volume: 51-03.
Contained By:	Masters Abstracts International51-03(E).
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1529552
ISBN:	9781267731753

Pseudo-words vs. real words: Predicting reading outcomes for culturally and linguistically diverse students.
Sisco-Taylor, Dennis Trevaughn.

Pseudo-words vs. real words: Predicting reading outcomes for culturally and linguistically diverse students. - 42 p.

Source: Masters Abstracts International, Volume: 51-03.

Thesis (M.A.)--University of California, Riverside, 2012.

This study investigated the utility of two early literacy screening measures, Nonsense Word Fluency (NWF) and Word Identification Fluency (WIF), with a sample of culturally and linguistically diverse students. Included within the overall sample of 196 first grade students were 106 Spanish-speaking ELLs at varying levels of English proficiency. Screening measures were administered in the winter of first grade, and used to predict oral reading fluency (ORF) at the end of the school year. Results indicated that WIF accounted for substantial variance in ORF above and beyond that accounted for by NWF. Receiver operating characteristic curve analyses revealed that WIF was superior to NWF in terms of classification accuracy. Differences in predicting ORF for ELLs at low, moderate, and high levels of English proficiency were observed on the NWF measure. Study outcomes provide support for WIF as an early literacy screener within early prevention and intervention frameworks.

ISBN: 9781267731753Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Pseudo-words vs. real words: Predicting reading outcomes for culturally and linguistically diverse students.
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502 $a Thesis (M.A.)--University of California, Riverside, 2012.
520 $a This study investigated the utility of two early literacy screening measures, Nonsense Word Fluency (NWF) and Word Identification Fluency (WIF), with a sample of culturally and linguistically diverse students. Included within the overall sample of 196 first grade students were 106 Spanish-speaking ELLs at varying levels of English proficiency. Screening measures were administered in the winter of first grade, and used to predict oral reading fluency (ORF) at the end of the school year. Results indicated that WIF accounted for substantial variance in ORF above and beyond that accounted for by NWF. Receiver operating characteristic curve analyses revealed that WIF was superior to NWF in terms of classification accuracy. Differences in predicting ORF for ELLs at low, moderate, and high levels of English proficiency were observed on the NWF measure. Study outcomes provide support for WIF as an early literacy screener within early prevention and intervention frameworks.
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