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Title
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Incorporating RTI in a Hybrid Model of Reading Disability.
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Creator
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Spencer, Mercedes, Wagner, Richard K, Schatschneider, Christopher, Quinn, Jamie, Lopez, Danielle, Petscher, Yaacov
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Abstract/Description
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The present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-year stability of alternative operational definitions of reading disability was examined in a large scale sample of students who were followed longitudinally from first to second grade. The results confirmed previous findings of limited stability for single-criterion based operational definitions of reading disability...
Show moreThe present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-year stability of alternative operational definitions of reading disability was examined in a large scale sample of students who were followed longitudinally from first to second grade. The results confirmed previous findings of limited stability for single-criterion based operational definitions of reading disability. However, substantially greater stability was obtained for a hybrid model of reading disability that incorporates RTI with other common symptoms of reading disability.
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Date Issued
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2014-08-01
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Identifier
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FSU_pmch_25422531, 10.1177/0731948714530967, PMC4240020, 25422531, 25422531
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Format
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Citation
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Title
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The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
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Creator
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Reed, Deborah K, Vaughn, Sharon, Petscher, Yaacov
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Abstract/Description
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In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, χ(2)(32) = 97.316; comparative fit index = .96; Tucker-Lewis index = .94; and root mean square error of approximation = .08. Retell's chi-square difference, Δχ(2)(1) = 16.652, p
Show moreIn this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, χ(2)(32) = 97.316; comparative fit index = .96; Tucker-Lewis index = .94; and root mean square error of approximation = .08. Retell's chi-square difference, Δχ(2)(1) = 16.652, p < .001, and factor loading (.250, p < .001) were higher for the comprehension construct. Similarly, retell's correlation to comprehension measures (r = .155-.257, p < .01) was stronger than its relationship to measures of fluency (r = .158-.183, p < .01) or word identification (r = .132, p < .05). However, retell had a large residual variance (.938) and low interrater reliability (κ = .37), suggesting that improvements to the instrument are needed. Despite overall latent differences, retell did not demonstrate differential item functioning.
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Date Issued
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2012-05-01
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Identifier
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FSU_pmch_23097594, 10.1177/0731948711432509, PMC3478127, 23097594, 23097594
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Format
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Citation
