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dc.contributor.author Potter, Jonathan Bennett, 1979-
dc.date.accessioned 2009-01-31T00:30:38Z
dc.date.available 2009-01-31T00:30:38Z
dc.date.issued 2008-06
dc.identifier.uri http://hdl.handle.net/1794/8415
dc.description xii, 119 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. en
dc.description.abstract Early literacy instruction provided in kindergarten through third grade plays an important role in the development of literacy skills (Adams, 1990; National Reading Panel, 2000). Children who do not develop early literacy skills within this time frame do not have a high likelihood of catching up to their normally achieving peers (Good, Simmons, & Smith, 1998). Schoolwide early literacy assessment data helps to inform this instruction, which is most effective when it is driven by the five core components of reading. These core components include phonemic awareness, phonics, accuracy and fluency with connected text, vocabulary, and comprehension (National Reading Panel, 2000). Current schoolwide literacy screening systems have been effective in identifying those students who may struggle in the areas of phonemic awareness, phonics, and accuracy and fluency with connected text. However, despite evidence that early vocabulary skills are predictive of later reading comprehension outcomes in grades three and above, early vocabulary assessments are not widely utilized in schools (Scarborough, 1998). The present study examined the utility of adding a brief measure of vocabulary, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Word Use Fluency (WUF) measure, to the other commonly used DIBELS screening measures of phonics, phonemic awareness, and oral reading fluency. Using a longitudinal sample of 29 current third grade students, data analysis examined the predictive utility of kindergarten and first grade WUF scores with third grade reading comprehension and vocabulary outcomes. The relation between WUF scores and the DIBELS comprehension measure, the Retell Fluency (RTF), was also explored to help examine the relation between reading comprehension and vocabulary over time. Results indicated that kindergarten WUF scores were predictive of third grade reading comprehension and vocabulary. First grade WUF scores were not predictive of third grade reading comprehension and vocabulary. These results are discussed with the limited sample size and specific data collection procedures in mind. An examination of the relation between vocabulary (WUF) and comprehension (RTF) revealed an increasingly stronger relation over time. Limitations of the study, in addition to implications for practice and future research are discussed. en
dc.description.sponsorship Committee-in-charge: Roland H. Good, III, Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Member, Special Education and Clinical Sciences; Elizabeth Harn, Member, Special Education and Clinical Sciences; Helen Neville, Outside Member, Psychology en
dc.language.iso en_US en
dc.publisher University of Oregon en
dc.relation.ispartofseries University of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2008;
dc.subject Reading instruction en
dc.subject Literacy en
dc.subject Educational psychology en
dc.subject Elementary education en
dc.subject Vocabulary en
dc.subject Oral language en
dc.subject Assessment en
dc.subject Early literacy en
dc.title The utility of early vocabulary screening for at-risk readers en
dc.type Thesis en


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