The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework

Autor/inn/en	Petscher, Yaacov; Kim, Young-Suk; Foorman, Barbara R.
Titel	The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework
Quelle	In: Assessment for Effective Intervention, 36 (2011) 3, S.158-166 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508410396698
Schlagwörter	Reading Comprehension; Learning Problems; Intervention; Reading Fluency; Reading Tests; Reading Achievement; Achievement Tests; Emergent Literacy; Grade 2; Prediction; Response to Intervention; Evaluation Methods; Comparative Analysis; Screening Tests; Oral Reading; Elementary School Students; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Leseverstehen; Lernproblem; Lesetest; Leseleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frühleseunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Vorhersage; Screening-Verfahren; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., "Stanford Achievement Test-10th Edition" and "Gates-McGinitie Reading Test-Fourth Edition") at the end of second grade. The results showed that the "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency tended to have higher sensitivity and negative predictive power for "Stanford Achievement Test-10th Edition" and higher specificity and positive predictive power for "Gates-McGinitie Reading Test-Fourth Edition." Furthermore, attempting to achieve a criterion of positive predictive power for a given reading comprehension outcome ("Stanford Achievement Test-10th Edition," in this study) appears to render a favorable balance compared to other indices of diagnostic accuracy. These results are discussed in light of trade-offs and a need for considering specific contexts of schools and districts. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10