Abstract
The purpose of this study was to examine the relationship between English phonics (nonsense word fluency) and reading performance for 134 English language learners. First-grade nonsense word fluency scores had significant moderate to large correlations to three third-grade outcome measures: curriculum-based measurement in reading (.65), Maze (.54), and the California Achievement Test, Sixth Edition (.39). In addition, when the variance associated with English language learner level was removed through hierarchical linear regression, nonsense word fluency accounted for a significant amount of the variance for all three outcomes. The predictive accuracy of nonsense word fluency was determined by examining the sensitivity, specificity, and positive predictive values for each outcome measure. Implications, limitations, and future directions are also addressed.
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