Monaghen, Barbara D.2014-09-162014-09-162014-06https://hdl.handle.net/11299/165765University of Minnesota Ph.D. dissertation. June 2014. Major:Educational Psychology. Advisor: Theodore J. Christ. 1 computer file (PDF); v, 114 pages.This purpose of this project was to examine the validity of FAST Early Reading (earlyReadingTM) for use as universal screeners in kindergarten and first grade. Specifically this study examined and compared the concurrent and predictive validity and the diagnostic accuracy of single (N = 12) and combined measures. earlyReadingTM measures was administered to kindergarten (N=223) and first grade students (N=180) in the fall, winter and spring of one school year. The Group Reading Assessment and Diagnostic Evaluation (GRADE) was administered at the end of the school year and used as the criterion measure. Study 1 evaluated the concurrent and predictive validity of individual measures. Across all time points in kindergarten it was determined that screening batteries of three to four measures had comparable concurrent and predictive validity to the full screening battery consisting of six to eight measures. In first grade, screening batteries of two to three measures in the fall, and one to two measures in the winter and spring were found comparable to the full screening battery consisting of five to six measures. Study 2 evaluated the diagnostic accuracy of single and composite scores was examined. In kindergarten, minimal levels of diagnostic accuracy were met using composites with two measures in the fall and winter, but not spring. By winter and spring of first grade, use of a single screening measure exceeded minimum standards of diagnostic accuracy for screening and was comparable to larger screening batteries. Results suggest that earlyReading was efficient and technically adequate for tri-annual universal screening in kindergarten and first grade. Implications and future research are discussed.en-USThesis or Dissertation