Examining Potential Bias in Screening Measures for Middle School Students by Special Education and Low Socioeconomic Status Subgroups

Autor/inn/en	Stevenson, Nathan A.; Reed, Deborah K.; Tighe, Elizabeth L.
Titel	Examining Potential Bias in Screening Measures for Middle School Students by Special Education and Low Socioeconomic Status Subgroups
Quelle	In: Psychology in the Schools, 53 (2016) 5, S.533-547 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21919
Schlagwörter	Special Education; Middle School Students; Socioeconomic Status; Oral Reading; Reading Fluency; Reading Comprehension; Learning Disabilities; Low Income; Grade 6; Grade 7; Grade 8; Predictive Validity; Comparative Analysis; Scores; Evidence; Bias; Screening Tests + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Socio-economic status; Sozioökonomischer Status; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; Learning handicap; Lernbehinderung; Niedriglohn; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Evidenz; Screening-Verfahren
Abstract	To provide timely and effective supports for students reading below grade level, schools require methods for quickly and accurately identifying those students in need. One method for identifying those students is through universal screening. Assessments such as oral reading fluency (ORF) and Maze reading comprehension are commonly used as screening assessments in middle grades. The current study examined ORF and Maze for evidence of bias across two subgroups known to be at increased risk for failure in reading: (a) students with learning disabilities and (b) students from low-income households. Data from 4,215 students in the sixth (n = 1,126), seventh (n = 1,361), and eighth grades (n = 1,728) were analyzed. Results indicate no significant differences in predictive validity for students from low-income households compared to students from middle and upper income households. For students with learning disabilities only 8th grade scores showed any evidence of bias compared to students without diagnosed disabilities. Implications and recommendations for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01