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The Journal of Special Education
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Article

Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade

Mack D. Burke*, Shanna Hagan-Burke, Oiman Kwok, and Richard Parker

* To whom correspondence should be addressed. E-mail: mburke_aggie{at}tamu.edu.


  Abstract
Research has emphasized the importance of phonological awareness, phonemic decoding, and automaticity in reading development. Special and general education teachers need valid, efficient, and effective early literacy indicators for schoolwide screening and monitoring that adequately predict reading outcomes. The purpose of this study was to examine the interrelationships and predictiveness of kindergarten early literacy indicators from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) within the context of a path analysis. The results support the validity of kindergarten DIBELS in predicting ever more complex reading skills in a developmental progression from the middle of kindergarten to second grade.

First published on May 1, 2008, doi:10.1177/0022466907313347

The Journal of Special Education 2009;42:209.

A more recent version of this article appeared on February 1, 2009

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