The purpose of the study was to extend previous research on utilization of isolated word reading and passage reading as beginning reading measures. The study investigated how well isolated word reading and passage reading predict later reading performance and examined how combining the measures affect prediction of future performance. Thirty-seven students were identified and followed over three years. Mean growth was greater for passage reading than for isolated word reading from the fall of Grade 1 to the spring of Grade 3. Correlational analyses showed that passage reading was as strong a predictor as isolated word read beginning in the spring of Kindergarten and increased in strength as students got older. Simple regression analyses revealed that isolated word reading and passage reading can be combined to predict future reading performance as early as the spring of Kindergarten. Hierarchical multiple regression analyses indicated that combining data across time for either measure significantly increased the predictive validity of each measure. The findings provide evidence that both passage reading and isolated word reading can be used in universal screening beginning in the spring of Kindergarten. In addition, schools and districts can combine data across time to better predict future performance.... 2005; Silberglitt aamp; Hintze, 2005) have reported concurrent correlations of .69 and .71 with 3rd grade level passages which is ... While the low correlations with the MCA II are not a serious problem for the questions addressed in this study, theanbsp;...
|Title||:||The Validity of Isolated Word Reading and Passage Reading as Predictors of Grade 3 Reading Achievement: A Longitudinal Study|
|Author||:||Miya Miura Wayman|
|Publisher||:||ProQuest - 2008|