Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students

被引：1
|
作者：
Parker, David C. [1 ]
Stewart, Lisa H. [2 ]
Thomson, Susan [1 ]
Kaminski, Ruth A. [3 ]
机构：
[1] ServeMinnesota, 120 S 6th St Suite 2260, Minneapolis, MN 55402 USA
[2] Minnesota State Univ Moorhead, Moorhead, MN USA
[3] Acadience Learning, Eugene, OR USA
来源：
ASSESSMENT FOR EFFECTIVE INTERVENTION | 2021年 / 46卷 / 03期
关键词：
reading; litearcy; vocabulary; CURRICULUM-BASED MEASUREMENT; PERFORMANCE;
D O I：
10.1177/1534508419897997
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This article describes a process for developing vocabulary measures designed to facilitate data-driven decision-making for kindergarten and first-grade students who are at risk in vocabulary. A pilot study suggested the measures could be administered and scored with fidelity, and also produced promising data for indices of reliability, criterion-related validity, and sensitivity to growth, particularly for a rating-based scoring metric. Implications and considerations for developing instructionally relevant vocabulary measures are discussed.
引用
收藏
页码：178 / 187
页数：10
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