Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten

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dc.contributor.advisorTindal, Gerald
dc.contributor.authorSoltz, Sarah
dc.date.accessioned2016-10-27T18:33:34Z
dc.date.available2016-10-27T18:33:34Z
dc.date.issued2016-10-27
dc.description.abstractThis 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.en_US
dc.identifier.urihttps://hdl.handle.net/1794/20430
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsCreative Commons BY-NC-ND 4.0-US
dc.subjectAssessmenten_US
dc.subjectEquityen_US
dc.subjectFluencyen_US
dc.subjectKindergartenen_US
dc.subjectLiteracyen_US
dc.titleUsing Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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