Technical Adequacy and Cost Benefit of Four Measures of Early Literacy

Technical Adequacy and Cost Benefit of Four Measures of Early Literacy

Issue/Topic: Assessment; P-3; Reading/Literacy
Author(s): McBride, James; Milone, Michael; Stickney, Eric; Ysseldyke, Jim
Organization(s): Academic Therapy Publications; Renaissance Learning, Inc.; University of Minnesota
Publication: Canadian Journal of School Psychology
Published On: 1/1/2010

Much of the extensive attention currently given to the assessment of early literacy skills was stimulated by the Reading First and Early Reading First components of the No Child Left Behind Act. This study is among the first to compare assessments used in early reading programs with one another and to focus on their validity as measures of the five critical components of reading development identified by the US National Research Panel.

To evaluate the technical adequacy and information/cost return of computerized adaptive test assessments and several established assessments used in early reading programs.


In terms of the amount of information per unit of test administration time or teachers' time, computerized adaptive tests in general, and STAR Early Literacy in particular (a computerized adaptive test of early literacy skills), are attractive options for early reading assessment.


Policy Implications/Recommendations:
Computerized adaptive tests are an attractive option for early reading assessment and for any application that requires evaluating or monitoring the progress of young children as they develop the skills that will make them readers.

Research Design:
Correlations and summary statistic analyses

633 students in Grades K-2 from 8 schools in 7 geographically dispersed states

Year data is from:


Data Collection and Analysis:
Analysis of data collected from four early reading assessments: the Dynamic Indicators of Basic Early Literacy Skills, STAR Early Literacy, Group Reading Assessment and Diagnostic Evaluation, and the Texas Primary Reading Inventory

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