Predictive Validity of Curriculum-Based Measures for English Learners at Varying English Proficiency Levels

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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Predictive Validity; Curriculum Based Assessment; English Language Learners; Language Proficiency; Reading Skills; Spanish Speaking; Elementary School Students; Grade 3; Oral Reading; Reading Fluency; Emergent Literacy; Reading Tests; Outcomes of Education; Accuracy; Cutting Scores; Screening Tests; Standardized Tests; Statistical Bias; Language Tests; Reading Comprehension; Achievement Tests; Reading Achievement; Correlation; Multiple Regression Analysis

10.1080/10627197.2015.1127750

1062-7197

This study examined the predictive validity of curriculum-based measures in reading for Spanish-speaking English learners (ELs) at various levels of English proficiency. Third-grade Spanish-speaking EL students were screened during the fall using DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity was examined in relation to spring reading outcomes on a statewide assessment. Overall, results revealed that DORF was a stronger predictor of reading outcomes than was Daze. Although Daze was a significant predictor when examined individually, it did not explain significant additional variance beyond DORF. There was not a significant difference in the predictive validity of DORF or Daze for students of varying English proficiency levels. However, the predictive accuracy of DORF and Daze cut-scores varied by English proficiency levels. The results suggest that schools may consider minimizing assessment time by only using DORF when screening.

As Provided

50

2016

EJ1091988