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Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.

Title: Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.
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Name(s): Milburn, Trelani F, author
Lonigan, Christopher J, author
Allan, Darcey M, author
Phillips, Beth M, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2017-04-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: To investigate approaches for identifying young children who may be at risk for later reading-related learning disabilities, this study compared the use of four contemporary methods of indexing learning disability (LD) with older children (i.e., IQ-achievement discrepancy, low achievement, low growth, and dual-discrepancy) to determine risk status with a large sample of 1,011 preschoolers. These children were classified as at risk or not using each method across three early-literacy skills (i.e., language, phonological awareness, print knowledge) and at three levels of severity (i.e., 5th, 10th, 25th percentiles). Chance-corrected affected-status agreement (CCASA) indicated poor agreement among methods with rates of agreement generally decreasing with greater levels of severity for both single- and two-measure classification, and agreement rates were lower for two-measure classification than for single-measure classification. These low rates of agreement between conventional methods of identifying children at risk for LD represent a significant impediment for identification and intervention for young children considered at-risk.
Identifier: FSU_pmch_28670102 (IID), 10.1016/j.lindif.2017.03.011 (DOI), PMC5489126 (PMCID), 28670102 (RID), 28670102 (EID)
Keywords: Identification, Learning disability, Preschool, Response to intervention
Grant Number: P50 HD052120, U01 HD060292
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5489126.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_28670102
Owner Institution: FSU
Is Part Of: Learning and individual differences.
1041-6080
Issue: vol. 55

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Milburn, T. F., Lonigan, C. J., Allan, D. M., & Phillips, B. M. (2017). Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children. Learning And Individual Differences. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_28670102