![]() ![]() A system of early identification of and interventions for academic problems is central to an assessment-instruction feedback loop (Kame'enui, Simmons, & Coyne, 2000 Rau-denbush, 2008 Torgesen et al., 2001), and early identification for reading depends on measures grounded in a strong theoretical model of early reading development. ![]() School psychologists increasingly assist school personnel with linking assessment infor-mation to instructional decisions (Baker et al., 2008 Batsche et al., 2005 Gersten & Dimino, 2006). Implications for theories of early reading development and for school psychologist practice are discussed. In addition, early gains on NWF more strongly predicted reading outcomes than later gains for students at the low end of the initial NWF distribution. For students at the highest end of the distribution (5% of the sample), NWF gains were not associated with ORF or RC scores. Strong, positive relations were found between NWF gains and ORF and RC scores for students who began the year with low to moderate and relatively high decoding skills. Results indicated a moderating effect of initial skill performance status on the relation between NWF gains and end-of-year reading fluency and RC. The sample consisted of 3,506 first-grade students in 50 schools. Hypotheses were anchored to Perfetti's verbal effi-ciency theory and the role of automaticity in beginning decoding skill develop-ment. A theory-based approach was used to investigate the relations among Nonsense Word Fluency (NWF) initial skill status in the fall of first grade, NWF growth across the school year, and end-of-year oral reading fluency and reading comprehension (RC) skill. ![]()
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