Impact of test-wiseness training on kindergarteners' performance on early reading measures

Abstract

The purpose of this study was to examine the effect of test-wiseness (TW) training on kindergartners' performance on an early reading measure. Scores obtained from kindergarten students who receive TW training for two of the kindergarten probes from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared to scores of kindergarten students did not receive TW training. Approximately 52 kindergarten students were randomly assigned to 2 conditions. In one condition, 26 students took an initial probe, received brief TW training 2 weeks after the initial probe followed by a second, alternate-form "practice probe", and then a third alternate-form probe. In the other condition, 26 students took an initial probe, followed by an alternate-form "practice probe" 2 weeks after the initial probe with no prior TW training, and then a third alternate-form probe. A t-test was conducted to compare the mean LNF and NWF scores of the TW group to the control group, and effect sizes were calculated using Cohen's d. The study's hypothesis was that those students exposed to TW training prior to the actual testing will achieve significantly higher test scores than those who were administered the DIBELS in its traditional fashion.

Date of Award	2007
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Christine McCormick (Supervisor)