The predictive validity of early reading curriculum-based measurement of high-stakes tests in grades 3, 4 and 5

The purpose of this study is to determine the predictive validity of early literacy curriculum-based measurement on high-stakes reading tests administered in grades 3, 4 and 5. This study will examine curriculum-based measurement subtests kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) Letter-Naming Fluency (LNF) and 1st grade Oral Reading Fluency (ORF) as predictors of Illinois' state learning standards as measured by the 3rd and 5th grade criterion-referenced Illinois Standards Achievement Test (ISAT). Additionally this study will examine the predictive validity of these curriculum-based measurement subtests, kindergarten LNF and 1st grade ORF, as predictors of the nationally norm-referenced 4th grade Terrallova test. Longitudinal archived data from 2001-2007 of 150 student scores will be examined to determine if performances in kindergarten and 1st grade predict reading outcomes measurements in grades 3, 4 and 5. The overall purpose and relevance of this study is to expand research-based findings that identify at-risk readers as early as possible in order to implement proactive interventions and reduce reading failure. Furthermore the goal is to better predict outcomes on two high-stakes tests; the Illinois state-mandated criterion-based test and a frequently used nationally norm-referenced test in meeting district, state and federal educational goals.