Literaturnachweis - Detailanzeige
| Autor/inn/en | McAlenney, Athena Lentini; Coyne, Michael D. |
|---|---|
| Titel | Addressing False Positives in Early Reading Assessment Using Intervention Response Data |
| Quelle | In: Learning Disability Quarterly, 38 (2015) 1, S.53-65 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| DOI | 10.1177/0731948713514057 |
| Schlagwörter | Kindergarten; Young Children; Risk Assessment; Classification; Disability Identification; Reading Difficulties; Intervention; Measures (Individuals); Student Evaluation; Comparative Analysis; Response to Intervention; Phonemic Awareness; Alphabets; Naming; Reading Fluency; Cohort Analysis; Predictor Variables |
| Abstract | The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who were participating in a full-year Tier 2 reading intervention program. Students with very strong initial curriculum mastery (n = 9) were identified as having possible false positive risk classifications and returned to general classroom Tier 1 instruction. Very strong responders who were exited from intervention (i.e., exited strong responders) scored above the risk range across multiple reading measures at the end of the year and performed similarly to a historical comparison cohort who remained in intervention services for the entire year (i.e., treated strong responders). Results suggest that kindergarten students with false positive risk classifications can be identified after a period of intervention services and successfully returned to general classroom instruction. (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 | 2020/1/01 |
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