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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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Bibliographic Details
Title: Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First through Third Grades
Language: English
Authors: Smith, R. Alex, Lembke, Erica S.
Source: Learning Disability Quarterly. May 2022 45(2):144-155.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A130144
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Grade 3
Descriptors: English Language Learners, Language Proficiency, Language Tests, Curriculum Based Assessment, School Districts, Verbal Communication, Identification, At Risk Students, Writing Evaluation, Reliability, Validity, Elementary School Students, Grade 1, Grade 2, Grade 3, Screening Tests
DOI: 10.1177/0731948720930423
ISSN: 0731-9487
2168-376X
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.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: EJ1338117
Database: ERIC
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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.
ISSN:0731-9487
2168-376X
DOI:10.1177/0731948720930423