SPECIAL EDUCATION
A COMPARISON OF DYNAMIC ASSESSMENT AND PROGRESS MONITORING IN THE PREDICTION OF READING ACHIEVEMENT FOR STUDENTS IN KINDERGARTEN AND FIRST GRADE
ERIN CAFFREY
Dissertation under the direction of Professor Douglas Fuchs
The purpose of this study was to compare the effectiveness of dynamic assessment (DA) and progress monitoring in the prediction of reading achievement for students in kindergarten and first grade. A total of 120 participants (25 kindergarten and 95 first grade) were administered traditional pre-reading and reading measures and DA in November and December. From December to April, weekly progress monitoring data was collected using curriculum-based measurement (CBM). Traditional reading-related measures and DA were administered again in April and May. Three variables from the fall assessment were used to predict four outcome variables from the spring assessment. Predictor variables included Fall DA, CBM intercept at week #1 (CBM intercept), and CBM slope over 5 weeks (CBM slope). Outcome variables included the Wide-Range Achievement Test Reading subtest (WRAT Reading), Woodcock Reading Mastery Test-Revised Word Attack subtest (Word Attack), oral reading fluency (fluency), and the Wechsler Individual Achievement Test Spelling subtest (WIAT Spelling). Multiple regression analysis was used to determine significant predictors of Spring reading achievement. A commonality analysis was used to establish the unique contribution of each predictor. For the kindergarten sample, the CBM intercept explained the most significant unique variance on all four spring reading measures. Fall DA explained significant unique variance in WRAT Reading and Word Attack. CBM slope explained significant unique variance in fluency. For the first grade sample, Fall DA, CBM intercept, and CBM slope explained statistically significant unique variance on all four Spring reading measures. Fall DA explained the most unique variance on WRAT Reading and Word Attack. CBM intercept and CBM slope explained the most unique variance in fluency. Fall DA and CBM intercept explained the most unique variance in WIAT Spelling. Both DA and progress monitoring (as measured by CBM intercept and CBM slope) were useful in the prediction of Spring reading achievement. The relative utility of DA and progress monitoring was dependent on the specific reading skills predicted.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-11252006-105429 |
| Date | 04 December 2006 |
| Creators | Caffrey, Erin |
| Contributors | Douglas Fuchs, Lynn Fuchs, Donald Compton, Daniel Ashmead |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-11252006-105429/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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