FAST: earlyReading Spanish

Decodable Words

Rating Summary

Classification Accuracyhalf bubble
GeneralizabilityModerate Low
Reliabilityfull bubble
Validityempty bubble
Disaggregated Reliability and Validity DataN A
Efficiency
AdministrationIndividual
Administration & Scoring Time1-2+ Minutes
Scoring KeyComputer Scored
Benchmarks / NormsYes
Cost Technology, Human Resources, and Accommodations for Special Needs Service and Support Purpose and Other Implementation Information Usage and Reporting

The Formative Assessment System for Teachers™ (FAST) is online software that requires no hardware or special add-ons. FAST is supported by an extensive set of materials to support teachers and students, including self-directed training modules that allow teachers to become certified to administer each of the FAST assessments. The entire FAST assessment package (i.e., reading, math, behavior, and on-line training) is provided at an annual flat rate of $6 per student.

Testers will require less than 1 hour of training.

Paraprofessionals can administer the test.

Where to Obtainhttp://www.fastbridge.org/

Address:

FastBridge Learning
520 Nicollet Mall, Suite 910
Minneapolis, MN 55402-1057

Phone: 612-254-2534

Websitehttp://www.fastbridge.org/

Training materials are included in the cost of the tool.  Additional, optional on-site and webinar-based training services are available for a fee.

Ongoing technical support is available by calling 612-424-3710 or emailing fast1@umn.edu

The Formative Assessment System for Teachers (FAST) earlyReading measure is designed to assess both unified and component skills associated with kindergarten and first grade reading achievement. earlyReading is intended to enable screening and progress monitoring across four domains of reading (Concepts of Print, Phonemic Awareness, Phonics, and Decoding) and provide domain specific assessments of these specific component skills and a general estimate of overall reading achievement.

The Decodable Words task assesses the student’s ability to read phonetically regular words. As the student becomes fluent with letter-sound correspondence, he or she will move from saying the sound of each letter to the goal of reading whole words. The examiner and student each have the same page of words. As the student says the sounds or reads the words, the examiner marks errors on his/her own copy. The resulting scores are 1) the number of letter-sounds correctly identified and 2) the number of whole words read correctly.

The tool is intended for use in K-1 or with ages 5-7.

Administration is computerized and is 1-2 minutes per student. Scoring is done automatically within the software and does not require any additional time.

Available scores include: raw scores, percentile scores, developmental benchmarks and cut points, subscale/subtest scores, composite scores, and error analysis.

 

Classification Accuracy

Classification Accuracy in Predicting Proficiency on Aprenda-3

 

Kindergarten

(15th Percentile)

n = 88

Kindergarten

(40th Percentile)

n = 88

1st Grade

(15th Percentile)

n = 86

1st Grade

(40th Percentile)

n = 86

False Positive Rate

0.31

0.20

0.26

0.28

False Negative Rate

0.29

0.23

0.31

0.22

Sensitivity

0.71

0.77

0.69

0.78

Specificity

0.69

0.80

0.74

0.72

Positive Predictive Power

0.30

0.75

0.32

0.67

Negative Predictive Power

0.93

0.82

0.93

0.82

Overall Classification Rate

0.69

0.78

0.73

0.74

AUC (ROC)

0.73

0.85

0.81

0.85

Base Rate

0.16

0.44

0.15

0.42

Cut Points:

8

10

16

19

At XX% Sensitivity, Specificity equals

n/a

90% sensitivity, 0.57 specificity

85% sensitivity, 0.58 specificity

89% sensitivity, 0.64 specificity

At XX% Sensitivity, Specificity equals

79% sensitivity, 0.54 specificity

82% sensitivity, 0.73 specificity

77% sensitivity, 0.68 specificity

81% sensitivity, 0.68 specificity

At XX% Sensitivity, Specificity equals

71% sensitivity, 0.78 specificity

69% sensitivity, 0.94 specificity

69% sensitivity, 0.78 specificity

72% sensitivity, 0.80 specificity

 

Generalizability

Description of study sample:

·         Number of States: 1

·         Size: 446 students

·         Regions: Midwest

·         Gender

o   51.5% Male

o   48.9% Female

·         Race/Ethnicity:

o   69.5% White, Non-Hispanic

o   0% American Indian/Alaska Native

o   6.3% Black, Non-Hispanic

o   3.1% Asian, Pacific Islander

o   14.5% Hispanic

o   0% Other

·         Disability status:

o   4.7% Special Education

 

Reliability

Type of Reliability

Age or Grade

n (range)

Coefficient

SEM

Information (including normative data)/Subjects

range

median

Delayed Test-Retest

1

222

0.77-0.86

0.82

-

Fall-Winter; See Subject information in Appendix A.

Delayed Test-Retest

1

222

0.65-0.78

0.72

-

Fall to Spring; See Subject information in Appendix A.

Coefficient alpha

K-1

424

-

0.87 for first 9 items

 

0.96 for first 25 items

 

0.98 for first 41 items

-

Data was derived from a random sample of students from the FAST database from the 2012-2013 academic year. Approximately 42.7% of the students were female, and 57.3% were male. Approximately 70.8% of the students were White, 16.3% Hispanic, 6.4% Multiracial, 3.3% Black, and 3.3% Asian.

Split-half

K-1

424

-

0.88 for first 9 items

 

0.97 for first 25 items

 

0.99 for first 41 items

-

Data was derived from a random sample of students from the FAST database from the 2012-2013 academic year. Approximately 42.7% of the students were female, and 57.3% were male. Approximately 70.8% of the students were White, 16.3% Hispanic, 6.4% Multiracial, 3.3% Black, and 3.3% Asian.

 

Validity

 

Type of Validity

Age or Grade

 

Test or Criterion

n (range)

Coefficient (if applicable)

 

Information (including normative data)/Subjects

range

Median

Concurrent Validity

K

Aprenda-3

87

 

0.59

Correlation between Decodable Words in Spring and the Aprenda-3.

Concurrent Validity

1

Aprenda-3

87

 

0.53

Correlation between Decodable Words in Spring and the Aprenda-3.

Predictive Validity

1

Aprenda-3

87

 

0.37

Correlation between Decodable Words in Fall and Aprenda-3 in Spring.

Predictive Validity

1

Aprenda-3

87

 

0.54

Correlation between Decodable Words in Winter and Aprenda-3 in Spring.