Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners

Abstract

Acadience Reading (AR) is a screener for early detection of reading problems in elementary students. Limited research exists, however, on its technical adequacy for evaluation of English Learners (ELs). In this study, we tested the long-term predictive validity and diagnostic accuracies of AR and examined the differences between native English-speaking and EL students. A sample of 305 students (94 ELs, 31% of the sample) completed AR at three time points in kindergarten and the statewide reading test in third grade. Hierarchical regression models confirmed good long-term validity for AR with end of the school year scores outperforming the other two time-points and EL status along with ethnic background not playing a significant role. Findings also revealed that AR at the end of the school year provided moderate long-term diagnostic accuracy for students well below benchmark. Implications for research and practice as well as limitations of the study are discussed.

Impact Statement

1. 1. Acadience Reading data collected at the end of kindergarten offered the best long-term predictive validity for third grade reading performance compared to other time points.

2. 2. EL status did not play a significant role in the model of kindergarten Acadience Reading predicting performance on a high-stakes reading test in third grade.

3. 3. Diagnostic accuracy and likelihood ratio results indicate the value of Acadience Reading scores at the end of kindergarten for indicating students who are likely to have reading difficulty in the future.

Keywords:

• early literacy screening
• universal screening
• English learners
• kindergarten

Associate Editor:

• Sylvia Linan-Thompson

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Lindsey N. Landry

Lindsey Landry is a doctoral candidate in the school psychology program at the University of Houston. Her research focuses on early identification of academic and social, emotional, and behavioral concerns through universal screening measures.

Milena Keller-Margulis

Milena Keller-Margulis is a licensed psychologist, licensed specialist in school psychology, nationally certified school psychologist, and associate professor of school psychology at the University of Houston. Her research focuses on the study of curriculum-based measurement for universal screening and decision making in the context of multi-tiered systems of support.

Michael Matta

Michael Matta is research scientist in school psychology at the University of Houston. His research focuses on the development and validation of formative assessment methods for elementary students and their implementation using new technologies.

Hanjoe Kim

Hanjoe Kim is an assistant professor of Measurement, Quantitative Methods, and Learning Sciences program in the Psychological, Health and Learning Sciences department at University of Houston. His research focuses on research designs and quantitative methods used in psychological and educational intervention research.

Jorge E. Gonzalez

Jorge Gonzalez is a Professor in the school psychology program. His scholarship focuses on developing and accelerating linguistically diverse young children’s oral language through interactive content-rich and explicit instructional approaches. The theoretical framework underlying this work situates models of vocabulary development at the intersection of effective instruction and characteristics of the child and home literacy environment within an ecocultural framework.

G. Thomas Schanding

G. Thomas Schanding, Jr. is a licensed psychologist, licensed specialist in school psychology, nationally certified school psychologist, and associate professor of school psychology at the University of Houston – Clear Lake. His research focuses on universal screening (particularly with regard to social and emotional learning competencies and social/emotional functioning), assessment and intervention for Autism Spectrum Disorders, and the school-based experiences of LGBTQIA + youth.