Table 5.
Measures by construct.
| Measure | Generalizable/Experimental | Direct/Indirect/Observational | Grade |
|---|---|---|---|
| LANGUAGE SKILLS | |||
| Lower-Level Language: Grammar | |||
| CELF-4 word structure | G | D | PK,K,1-3 |
| CELF-4 recalling sentences | G | D | PK,K,1-3 |
| TEGI screener | G | D | PK, K |
| TROG-2 | G | D | PK,K,1-3 |
| TNL-5 story retell | G | D | PK,K,1-3 |
| Morphological lexical judgment | G | D | PK,K |
| Wagner morphological derivation task | G | D | K,1-3 |
| Lower-Level Language: Vocabulary | |||
| PPVT-4 | G | D | PK,K,1-3 |
| EVT-2 | G | D | PK,K,1-3 |
| CELF-4 word classes | G | D | PK,K,1-3 |
| TNL- number of different words | G | D | PK,K,1-3 |
| Higher-Level Language | |||
| Inference making stories | E | D | PK,K,1-3 |
| Comprehension monitoring: knowledge violations | E | D | PK,K |
| Comprehension monitoring: inconsistencies | E | D | PK,K,1-3 |
| TNL episodic analysis | G | D | PK,K,1-3 |
| Narrative structure task—picture arrangement | E | D | PK,K,1 |
| Narrative structure task—sentence arrangement | E | D | 2-3 |
| LISTENING AND READING COMPREHENSION | |||
| Listening Comprehension | |||
| CELF 4 understanding spoken paragraphs | G | D | PK,K,1-3 |
| TNL Receptive | G | D | PK,K,1-3 |
| Listening comprehension measure | G | D | PK,K,1-3 |
| Reading comprehension | |||
| GMRT | G | D | 1-3 |
| Reading comprehension measure | G | D | 1-3 |
| WRMT- passage comprehension | G | D | 1-3 |
| WORKING MEMORY AND RELATED COGNITIVE PROCESSES | |||
| Working Memory | |||
| Non-word repetition task | E | D | PK,K,1-3 |
| WJ-III NU numbers reversed | G | D | 1-3 |
| Updating task | E | D | PK,K,1-3 |
| WJ-III NU auditory memory | G | D | PK,K,1-3 |
| Serial Rapid Naming | |||
| CELF-4 rapid automatic naming | G | D | PK,K,1-3 |
| Non-verbal Reasoning | |||
| KBIT 2 | G | D | PK,K,1-3 |
| DECODING ABILITIES AND READING PRECURSORS | |||
| Decoding | |||
| WRMT—word ID | G | D | K, 1-3 |
| WRMT—word attack | G | D | K, 1-3 |
| TOWRE-2—phonetic decoding/sight | G | D | K, 1-3 |
| FAIR— oral reading fluency | G | D | 1-3 |
| Phonological Awareness | |||
| TOPEL—phonological awareness | G | D | PK,K |
| Print Knowledge | |||
| TOPEL—print knowledge | G | D | PK,K |
| WRMT—letter ID | G | D | PK,K |
| BEHAVIORAL REGULATION AND READING MOTIVATION | |||
| Elementary reading attitude survey (ERAS) | G | D | 1-3 |
| Preschool reading attitude survey (PRAS) | G | D | PK,K |
| Social skills improvement system (SSIS) | G | I | PK,K,1-3 |
| Strengths and weaknesses of ADHD-symptoms and normal behavior (SWAN) | G | I | PK,K,1-3 |
| Preschool learning behaviors scale (PLBS) | G | I | PK |
| Learning behaviors scale (LBS) | G | I | K,1-3 |
| ENVIRONMENTAL ATTRIBUTES | |||
| Home Attributes | |||
| Home literacy environment | G | I | PK,K,1-3 |
| Parent reading belief inventory | G | I | |
| Confusion, hubbub, and order scale (CHAOS) | G | I | PK,K,1-3 |
| Child sleep habits | G | I | |
| Classroom Attributes | |||
| CLASS | G | O | PK,K,1-3 |
| ISI | G | O | PK,K,1-3 |
| CLOP/ CLEP | E | O | PK,K,1-3 |
| Teacher Attributes | |||
| Teacher self-efficacy scale | G | I | PK,K,1-3 |
| Sense of School community | G | I | PK,K,1-3 |
| Modernity scale | G | I | PK,K,1-3 |
| Teaching beliefs and learning styles | G | I | PK,K,1-3 |
| Teacher professional development | G | I | PK,K,1-3 |
G, generalizable; E, experimental; D, direct; I, indirect; O, observational; PK, preschool; K, Kindergarten; 1-3, Grades 1-3. CELF-4, Clinical Evaluation of Language Fundamentals—Fourth Edition (Semel et al., 2003); TEGI, Test of Early Grammatical Impairment (Rice and Wexler, 2001); TROG-2, Test for Reception of Grammar—Second Edition (Bishop, 2003); TNL, Test of Narrative Language (Gillam and Pearson, 2004); PPVT, Peabody Picture Vocabulary Test (Dunn and Dunn, 2007); EVT-2, Expressive Vocabulary Test—Second Edition (Williams, 1997); GMRT, Gates McGinite Reading Test (Gates and McGinitie, 2000); WRMT, Woodcock Reading Mastery Test—Revised (Woodcock, 1998); WJ-III NU (Woodcock et al., 2001); KBIT, Kaufman Brief Intelligence Test—Second Edition (Kaufman and Kaufman, 2004); TOWRE, Test of Word Reading Efficiency (Torgesen et al., 2012); FAIR, Florida Assessment for Instruction in Reading (State of Florida Department of Education, 2009); TOPEL, Test of Preschool Early Literacy (Lonigan et al., 2007); CLASS, Classroom Assessment and Scoring System (Pianta et al., 2008); ISI, Individualizing Student Instruction Classroom Observation System (Connor et al., 2009a); CLOP, Classroom Literacy Observation Profile (Children's Learning Research Collaborative, 2008); CLEP, Classroom Literacy Environment Profile (Wolfersberger et al., 2004).