Validity Evidence for Progress Monitoring With Star Reading: Slope Estimates, Administration Frequency, and Number of Data Points

Assessment of Young Children’s Letter-Sound Knowledge: Initial Validity Evidence for Letter-Sound Short Forms

Assessment for Effective Intervention ◽

10.1177/1534508417737514 ◽

2017 ◽

Vol 43 (4) ◽

pp. 249-255

Author(s):

Shayne B. Piasta ◽

Kristin S. Farley, MS ◽

Beth M. Phillips ◽

Jason L. Anthony ◽

Ryan P. Bowles

Keyword(s):

Emergent Literacy ◽

Concurrent Validity ◽

Progress Monitoring ◽

Kindergarten Readiness ◽

Validity Evidence ◽

Initial Examination ◽

Short Forms ◽

Monitoring Tools ◽

Letter Sound ◽

Over Time

The Letter-Sound Short Forms (LSSFs) were designed to meet criteria for effective progress monitoring tools by exhibiting strong psychometrics, offering multiple equivalent forms, and being brief and easy to administer and score. The present study expands available psychometric information for the LSSFs by providing an initial examination of their validity in assessing young children’s emerging letter-sound knowledge. In a sample of 998 preschool-aged children, the LSSFs were sensitive to change over time, showed strong concurrent validity with established letter-sound knowledge and related emergent literacy measures, and demonstrated predictive validity with emergent literacy measures. The LSSFs also predicted kindergarten readiness scores available for a subsample of children. These findings have implications for using the LSSFs to monitor children’s alphabet knowledge acquisition and to support differentiated early alphabet instruction.

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point-Analysis Using the Extrapolation Method in the Analytical Electron microscope

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100135757 ◽

1990 ◽

Vol 48 (2) ◽

pp. 430-431

Author(s):

Zenji Horita ◽

Ryuzo Nishimachi ◽

Takeshi Sano ◽

Minoru Nemoto

Keyword(s):

Electron Microscope ◽

Extrapolation Method ◽

X Ray ◽

Absorption Correction ◽

Point Analysis ◽

Analytical Electron ◽

Analytical Electron Microscope ◽

Data Points ◽

Identical Composition ◽

X Ray Absorption

Absorption correction is often required in quantitative x-ray microanalysis of thin specimens using the analytical electron microscope. For such correction, it is convenient to use the extrapolation method[l] because the thickness, density and mass absorption coefficient are not necessary in the method. The characteristic x-ray intensities measured for the analysis are only requirement for the absorption correction. However, to achieve extrapolation, it is imperative to obtain data points more than two at different thicknesses in the identical composition. Thus, the method encounters difficulty in analyzing a region equivalent to beam size or the specimen with uniform thickness. The purpose of this study is to modify the method so that extrapolation becomes feasible in such limited conditions. Applicability of the new form is examined by using a standard sample and then it is applied to quantification of phases in a Ni-Al-W ternary alloy.The earlier equation for the extrapolation method was formulated based on the facts that the magnitude of x-ray absorption increases with increasing thickness and that the intensity of a characteristic x-ray exhibiting negligible absorption in the specimen is used as a measure of thickness.

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RTI Progress Monitoring Tools

ASHA Leader ◽

10.1044/leader.ftr1.15112010.12 ◽

2010 ◽

Vol 15 (11) ◽

pp. 12-15 ◽

Cited By ~ 6

Author(s):

Sandra Laing Gillam ◽

Laura Justice

Keyword(s):

Progress Monitoring ◽

Monitoring Tools

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Three Conceptual Impediments to Developing Scale Theory for Formative Scales

Methodology ◽

10.1027/1614-2241/a000154 ◽

2018 ◽

Vol 14 (4) ◽

pp. 156-164 ◽

Cited By ~ 3

Author(s):

Keith A. Markus

Keyword(s):

Scale Development ◽

Item Analysis ◽

Model Fitting ◽

Item Bias ◽

Validity Evidence ◽

Scale Theory ◽

Underlying Theory ◽

Standard Scale ◽

Item Scores

Abstract. Bollen and colleagues have advocated the use of formative scales despite the fact that formative scales lack an adequate underlying theory to guide development or validation such as that which underlies reflective scales. Three conceptual impediments impede the development of such theory: the redefinition of measurement restricted to the context of model fitting, the inscrutable notion of conceptual unity, and a systematic conflation of item scores with attributes. Setting aside these impediments opens the door to progress in developing the needed theory to support formative scale use. A broader perspective facilitates consideration of standard scale development concerns as applied to formative scales including scale development, item analysis, reliability, and item bias. While formative scales require a different pattern of emphasis, all five of the traditional sources of validity evidence apply to formative scales. Responsible use of formative scales requires greater attention to developing the requisite underlying theory.

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