Learning to read is a lifelong skill that begins during early childhood. There are a number of foundational skills that children should have before they start kindergarten in order to ensure that they are able to be successful during later reading instruction. These skills are often referred to as early literacy skills, include skills such as expressive and receptive vocabulary. It is critical to identify preschool children with delays in vocabulary and provide them with additional instruction. The screening process involved in a Response to Intervention (RTI) framework provides a means for identifying students who need addition instruction. The purpose of this study is evaluate to two different screening measures of vocabulary in order to evaluate their classification accuracy, or their ability to discriminate between students who need additional instruction or those who are making adequate progress in the general classroom. Classification accuracy of the two versions of Picture Naming differed by analysis, with Picture Naming 1.0 demonstrating greater sensitivity and specificity, while Picture Naming 2.0 demonstrated a higher AUC value and more promising ROC curve.
University of Minnesota Ph.D. dissertation. June 2014. Major: Educational Psychology. Advisor: Scott R. McConnell. 1 computer file (PDF); v, 64 pages.
Comparison of placement decisions based on picture Naming 1.0 and Picture Naming 2.0.
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