Examining Agreement and Longitudinal Stability among Traditional and RTI-Based Definitions of Reading Disability Using the Affected-Status Agreement Statistic

Autor/inn/en	Waesche, Jessica S. Brown; Schatschneider, Christopher; Maner, Jon K.; Ahmed, Yusra; Wagner, Richard K.
Titel	Examining Agreement and Longitudinal Stability among Traditional and RTI-Based Definitions of Reading Disability Using the Affected-Status Agreement Statistic
Quelle	In: Journal of Learning Disabilities, 44 (2011) 3, S.296-307 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410392048
Schlagwörter	Reading Fluency; Definitions; Economically Disadvantaged; Low Achievement; Emergent Literacy; Grade 3; Reading Difficulties; Grade 1; Grade 2; Elementary School Students; Response to Intervention; Dyslexia; Probability; Intelligence Quotient; Federal Legislation; Comparative Analysis; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Unterdurchschnittliche Leistung; Frühleseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Reading difficulty; Leseschwierigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Intelligenzquotient; Bundesrecht
Abstract	Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed. (Contains 4 tables, 1 figure, and 1 note.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10