This study investigated four widely-used early literacy skills indicators in reflecting growth toward first-grade text reading skills. Examining the progress of 101 students across kindergarten and first grade, Letter Naming Fluency (LNF) and Nonsense Word Fluency (NWF) were more accurate
than Initial Sounds Fluency and Phoneme Segmentation Fluency in discriminating between students grouped according to successful or unsuccessful first-grade reading outcomes. LNF and NWF slope also discriminated between groups, but graphed observed scores suggested potential problems in identifying
students with persistently low achievement. Results suggest the need for continued refinement of early literacy skills measures for instructional decision-making.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Department of Educational Psychology,Texas A&M University, College Station,Texas,
Department of Special Education,Minnesota State University, Mankato,Minnesota,
Department of Education and Human Services,Lehigh University Center for Promoting Research to Practice, Bethlehem,Pennsylvania,
Publication date: 01 January 2012
More about this publication?