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Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First Through Third Grades.
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- Author(s): Smith, R. Alex; Lembke, Erica S.
- Source:
Learning Disability Quarterly. May2022, Vol. 45 Issue 2, p144-155. 12p. - Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- Abstract: This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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