Screening in the Upper Elementary Grades: Identifying Fourth Grade Students At-Risk for Failing the State Reading Assessment

Autor/inn/en	Kent, Shawn C.; Wanzek, Jeanne; Yun, Joonmo
Titel	Screening in the Upper Elementary Grades: Identifying Fourth Grade Students At-Risk for Failing the State Reading Assessment
Quelle	(2019), (40 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/1534508418758371
Schlagwörter	Screening Tests; Grade 4; Elementary School Students; At Risk Students; Academic Failure; Reading Tests; Predictive Validity; Accuracy; Classification; Performance Based Assessment; Reading Fluency; Reading Comprehension; Measures (Individuals); Disability Identification; Reading Difficulties; Computer Assisted Testing; Vocabulary Skills; Oral Reading; Reading Skills; Public Schools; Emergent Literacy; Achievement Tests; State Standards; Standardized Tests; Common Core State Standards; Florida; Texas; Gates MacGinitie Reading Tests; Woodcock Reading Mastery Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Screening-Verfahren; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Classification system; Klassifikation; Klassifikationssystem; Leistungsermittlung; Leseverstehen; Messdaten; Reading difficulty; Leseschwierigkeit; Aktiver Wortschatz; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Public school; Öffentliche Schule; Frühleseunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Common core curriculum; Curriculum; Kerncurriculum
Abstract	This study examined the predictive validity and classification accuracy of individual and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students were assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of fourth grade. For individual measures, a group-administered reading comprehension test exhibited the highest classification accuracy (74-80%) for both outcomes though no screener demonstrated optimal sensitivity and specificity levels. Using a multivariate approach, logistic regression results revealed minimal to no increase in classification accuracy over the single comprehension measure. ROC curve analyses determined local cut scores in order to maintain sensitivity constant at 0.90 which resulted in a large number of false positives. The implications and limitations of these findings for screening at the upper elementary level are discussed. [This paper was published in "Assessment for Effective Intervention" v44 p160-172 2019 (EJ1217221).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01