How the relationships of emerging reading and writing abilities influence NWEA assessment performance in kindergarten
Term
2010
Capstone
Thesis
Degree Name
MAEd
Abstract
The research question addressed in this project was, in what way does the relationship of emerging reading and writing abilities in kindergarten influence NWEA assessment performance in reading? This work presents an overview of kindergarten literacy, noting a strong correlation between emergent reading and writing development. The research study sought to determine if having similar abilities in reading and writing tasks had an impact on overall literacy performance, as measured by the NWEA Primary assessment. Kindergarten participants were administered four assessments, and were asked to complete them two separate times first using their reading ability, then using their writing ability. It was discovered that children with the most aligned abilities in reading and writing are more likely to score in the fourth quartile (75th percentile or higher) on the NWEA assessment.
Recommended Citation
Van, Bergen Lindsay O'Connor, "How the relationships of emerging reading and writing abilities influence NWEA assessment performance in kindergarten" (2010). School of Education and Leadership Student Capstone Theses and Dissertations. 2309.
https://digitalcommons.hamline.edu/hse_all/2309