Abstract

Reading is an important part of a child's schooling. Identifying students with literacy difficulties early in the academic process can provide them with early intervention services to keep them from falling behind. The use of an observational assessment when dealing with preschoolers can yield vital information to help identify children who may be at risk for developing reading difficulties. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) is a standardized assessment currently used to identify and evaluate students' reading abilities. The Child Observation Record (COR; High/Scope, 1992) is a preschool assessment tool used to assess school readiness skills in children. This research seeks to extend the work of Sekino & Fantuzzo (2005) by exploring the correlation between the COR and DIBELS Letter Naming Fluency (LNF) and Oral Reading Fluency (ORF). Participants in the study consisted of 299 students given these assessments in their schooling. Bivariate correlations and linear regressions were used to examine the relationship between the four COR dimensions and the DIBELS LNF and ORF first grade scores.

Library of Congress Subject Headings

Reading readiness--Testing; Educational tests and measurements--United States; Preschool children--Education

Publication Date

2009

Document Type

Thesis

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Graney, Susan

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LB1525.6 .S46 2009

Campus

RIT – Main Campus

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