Literaturnachweis - Detailanzeige
Autor/inn/en | Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bryant, Joan D. |
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Titel | Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures |
Quelle | In: Journal of Educational Psychology, 98 (2006) 2, S.394-409 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
Schlagwörter | High Risk Students; Grade 1; Early Intervention; Longitudinal Studies; Models; Classification; Learning Disabilities; Identification; Reading Difficulties; Prediction; Grade 2; Regression (Statistics) Problemschüler; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Classification system; Klassifikation; Klassifikationssystem; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Reading difficulty; Leseschwierigkeit; Vorhersage; School year 02; 2. Schuljahr; Schuljahr 02; Regression; Regressionsanalyse |
Abstract | Response 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). |
Anmerkungen | American 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 von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |