Abstract
The utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for documenting the reading progress of English Language Learners (ELLs) was investigated. Relationships among the DIBELS measures were explored using a correlational matrix. The predictive validity of the DIBELS for determining later literacy outcomes was assessed via a series of step-wise regressions. Results suggest that the DIBELS are valid for assessing the reading progress of Spanish-speaking ELLs. Growth was seen on all measures and established DIBELS benchmarks were generally met on time. Differing from previous findings, PSF did not positively correlate with NWF for first graders, and only fall PSF significantly correlated with later ORF. PSF may not be a valid indicator of future literacy success for Spanish-speaking ELLs. Results suggest that LNF may be a better indicator and that bilingualism may facilitate phonemic awareness.
Library of Congress Subject Headings
Reading--Ability testing; Language arts (Elementary); Hispanic American children--Education; Hispanic American children--Language; English language--Study and teaching--Foreign speakers; Literacy
Publication Date
1-1-2006
Document Type
Thesis
Student Type
Graduate
Degree Name
School Psychology (MS)
Advisor
S. B. Graney
Recommended Citation
Lawson, Therese A., "Predictors of reading success for Hispanic children learning to read in English" (2006). Thesis. Rochester Institute of Technology. Accessed from
https://repository.rit.edu/theses/8049
Campus
RIT – Main Campus
Plan Codes
SCPSYC-MS
