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Autor/inn/enCompton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bryant, Joan D.
TitelSelecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures
QuelleIn: Journal of Educational Psychology, 98 (2006) 2, S.394-409 (16 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-0663
SchlagwörterHigh Risk Students; Grade 1; Early Intervention; Longitudinal Studies; Models; Classification; Learning Disabilities; Identification; Reading Difficulties; Prediction; Grade 2; Regression (Statistics)
AbstractResponse to intervention (RTI) models for identifying learning disabilities rely on the accurate identification of children who, without Tier 2 tutoring, would develop reading disability (RD). This study examined 2 questions concerning the use of 1st-grade data to predict future RD: (1) Does adding initial word identification fluency (WIF) and 5 weeks of WIF progress-monitoring data (WIF-Level and WIF-Slope) to a typical 1st-grade prediction battery improve RD prediction? and (2) Can classification tree analysis improve the prediction accuracy compared to logistic regression? Four classification models based on 206 1st-grade children followed through the end of 2nd grade were evaluated. A combination of initial WIF, WIF-Level, and WIF-Slope and classification tree analysis improved prediction sufficiently to recommend their use with RTI. (Author).
AnmerkungenAmerican Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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