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IMPROVING FIRST GRADE READING OUTCOMES: AN ANALYSIS OF A SCHOOL DISTRICT READING ACCOUNTABILITY SYSTEM

HILL, KIMBERLY MOORE
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085160195

Abstract Details

2004, PhD, University of Cincinnati, Education : School Psychology.
Learning to read is at the heart of the United States’ guaranteed free and appropriate public education. The standard-based educational reform movement prescribes high standards for student performance, assessment tools to measure performance against these standards, opportunities for schools to change curricula and instruction, and accountability for student outcomes. Ohio has responded to the standards-based reform movement by implementing accountability systems centered on summative statewide assessments. These summative systems are appropriate for demonstrating global reading performance, but formative assessment tools are needed to make decisions about individual students’ reading skills. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are formative tools used to measure pre-reading skills. This study examined the relationships among three of the DIBELS measures, and among DIBELS, student placement in their reading curricula (Reading Mastery), and student performance on the Ohio Off-Grade Proficiency reading test (OOPT-2). DIBELS measures included: phoneme segmentation fluency (PSF), nonsense word fluency (NWF) and oral reading fluency (ORF). Approximately 110 first grade students and 14 teachers from a Midwestern urban school district were participants in the study. Students’ fall, winter, and spring DIBELS scores, their scores on the OOPT-2 reading test, and their fall, winter, and spring placements in the Reading Mastery curricula were utilized for analysis. Across the school year, students demonstrated an increase in their performance on NWF and ORF, but their PSF performance remained stable. Both NWF and ORF were well correlated with the OOPT-2, with ORF being the best predictor of students’ proficiency on the OOPT-2. Students who reached recommended year end levels in both NWF and ORF were rated as proficient on the OOPT-2 at a higher than 70% rate. Nearly all students considered deficit by the two DIBELS measures were rated as non-proficient on the test. Utilizing students’ placement in the curricula to predict performance on the OOPT-2 proved tenuous, possibly because of uneven teacher implementation. These results do not support the use of PSF with first grade students, but do substantiate the use of NWF and ORF with first grade students. Implications for professional practice are provided as well as directions for future research.
Dr. Francis Lentz (Advisor)
127 p.
DIBELS; Dynamic Indicators of Basic Early Literacy Skills; reading; CBM; accountability; summative assessment; formative assessment; NCLB; first grade; elementary school; pre-reading skills; statewide testing

Recommended Citations

Citations

  • HILL, K. M. (2004). IMPROVING FIRST GRADE READING OUTCOMES: AN ANALYSIS OF A SCHOOL DISTRICT READING ACCOUNTABILITY SYSTEM [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085160195

    APA Style (7th edition)

  • HILL, KIMBERLY. IMPROVING FIRST GRADE READING OUTCOMES: AN ANALYSIS OF A SCHOOL DISTRICT READING ACCOUNTABILITY SYSTEM. 2004. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085160195.

    MLA Style (8th edition)

  • HILL, KIMBERLY. "IMPROVING FIRST GRADE READING OUTCOMES: AN ANALYSIS OF A SCHOOL DISTRICT READING ACCOUNTABILITY SYSTEM." Doctoral dissertation, University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085160195

    Chicago Manual of Style (17th edition)

ucin1085160195
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© 2004, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.
Release 3.2.12