A strong foundation in early literacy supports children’s academic pursuits and impacts personal, social, and economic outcomes. Therefore, examining the adequacy of early literacy assessments as predictors of future performance on important outcomes is critical for identifying students at risk of reading problems. This study explored the predictive validity of preschoolers’ literacy skills measured in the spring, with the Individual Growth and Development Indicators 2.0 (IGDIs 2.0) to performance in the fall and winter of kindergarten as assessed by the Dynamic Indicators of Basic Early Literacy Skills Next Edition (DIBELS Next) using Pearson product-moment correlations. In addition, the classification accuracy of student performance on the IGDIs 2.0 measures to the publisher-identified benchmark scores on DIBELS Next assessment in kindergarten was examined by calculating the sensitivity, specificity, positive and negative predictive power, overall correct classification, and kappa. Participants included 537 children from ethnically diverse backgrounds enrolled in an urban school district in the northeast. Results indicated small to moderate relations between the individual IGDIs 2.0 tasks and DIBELS Next measures. Classification accuracy of student performance on the IGDIs 2.0 measures to the publisher-identified benchmark score on DIBELS Next composite in the fall and winter of kindergarten revealed inadequate levels of sensitivity; however, locally-derived cut-scores improved sensitivity and specificity.

早期识字的坚实基础支持儿童的学术追求并影响个人、社会和经济成果。因此，检查早期读写能力评估作为未来重要成果表现预测指标的充分性对于识别有阅读问题风险的学生至关重要。本研究探讨了春季测量的学龄前儿童识字技能的预测效度，以及通过下一版基本早期识字技能动态指标评估的幼儿园秋季和冬季的个人成长和发展指标 2.0 (IGDIs 2.0) （DIBELS Next）使用 Pearson 积矩相关性。此外，学生在 IGDI 上表现的分类准确度为 2。0 衡量出版商确定的 DIBELS 基准分数 幼儿园的下一步评估通过计算敏感性、特异性、阳性和阴性预测能力、整体正确分类和 kappa 来检查。参与者包括在东北部城市学区就读的 537 名来自不同种族背景的儿童。结果表明，各个 IGDIs 2.0 任务与 DIBELS Next 测量之间存在小到中度的关系。幼儿园秋季和冬季的 IGDIs 2.0 测量的学生表现与出版商确定的 DIBELS Next 综合基准分数的分类准确性显示敏感性水平不足；然而，本地衍生的分数提高了敏感性和特异性。正负预测能力、总体正确分类和 kappa。参与者包括在东北部城市学区就读的 537 名来自不同种族背景的儿童。结果表明，各个 IGDIs 2.0 任务与 DIBELS Next 测量之间存在小到中度的关系。幼儿园秋季和冬季的 IGDIs 2.0 测量的学生表现与出版商确定的 DIBELS Next 综合基准分数的分类准确性显示敏感性水平不足；然而，本地衍生的分数提高了敏感性和特异性。正负预测能力、总体正确分类和 kappa。参与者包括在东北部城市学区就读的 537 名来自不同种族背景的儿童。结果表明，各个 IGDIs 2.0 任务与 DIBELS Next 测量之间存在小到中度的关系。幼儿园秋季和冬季的 IGDIs 2.0 测量的学生表现与出版商确定的 DIBELS Next 综合基准分数的分类准确性显示敏感性水平不足；然而，本地衍生的分数提高了敏感性和特异性。结果表明，各个 IGDIs 2.0 任务与 DIBELS Next 测量之间存在小到中度的关系。幼儿园秋季和冬季的 IGDIs 2.0 测量的学生表现与出版商确定的 DIBELS Next 综合基准分数的分类准确性显示敏感性水平不足；然而，本地衍生的分数提高了敏感性和特异性。结果表明，各个 IGDIs 2.0 任务与 DIBELS Next 测量之间存在小到中度的关系。幼儿园秋季和冬季的 IGDIs 2.0 测量的学生表现与出版商确定的 DIBELS Next 综合基准分数的分类准确性显示敏感性水平不足；然而，本地衍生的分数提高了敏感性和特异性。