Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments

Autor/inn/en	Martin, BrittanyLee N.; Fuchs, Lynn S.
Titel	Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments
Quelle	In: Learning Disabilities Research & Practice, 37 (2022) 2, S.100-112 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, BrittanyLee N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12278
Schlagwörter	Prediction; Risk; Comorbidity; Multiple Disabilities; Reading Difficulties; Mathematics Skills; Learning Disabilities; Reading Fluency; Screening Tests; Elementary School Students; Grade 1; Computation; Grade 2 + Suchen Sie Ihr Suchwort? Vorhersage; Risiko; Multiple disability; Mehrfachbehinderung; Reading difficulty; Leseschwierigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Screening-Verfahren; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	The first purpose of this study was to examine the prevalence of risk for comorbid reading and mathematics disabilities (RMD) at start of first grade, when measured in a representative sample of 3,062 students with first-grade fluency measures (word reading; computation). The second purpose was to examine the utility of these measures for predicting RMD status within a sample of 577 students when RMD status was assessed at the end of second grade in terms of reading and math accuracy. When set at or below the 16th percentile, first-grade risk for RMD was two times more common than chance; at or below the 7th percentile, it was five times more common. Logistic regression showed that the two first-grade fluency measures accurately distinguished students with and without RMD in second grade; however, when cut scores were set to capture 85% of students with RMD, false positives were high. Overall, the results provide support for the use of fluency measures as an initial gating procedure in first grade, but additional gating steps appear necessary in the screening process to reduce false positives. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01