Two-Stage Screening for Math Problem-Solving Difficulty Using Dynamic Assessment of Algebraic Learning

Autor/inn/en	Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Seethaler, Pamela M.
Titel	Two-Stage Screening for Math Problem-Solving Difficulty Using Dynamic Assessment of Algebraic Learning
Quelle	In: Journal of Learning Disabilities, 44 (2011) 4, S.372-380 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411407867
Schlagwörter	Grade 3; Problem Solving; Elementary School Mathematics; Mathematics Instruction; Word Problems (Mathematics); Elementary School Students; Algebra; Mathematical Concepts; Predictor Variables; Evaluation Methods; Screening Tests; Response to Intervention; Mathematics Achievement; Iowa Tests of Basic Skills; Woodcock Johnson Tests of Cognitive Ability; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Problemlösen; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Textaufgabe; Prädiktor; Screening-Verfahren; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model. (Contains 1 note and 2 tables.) (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