Current Search: Research Repository (x) » * (x) » Citation (x) » Shukla, P. (x) » Kim, Young-Suk (x) » Petscher, Yaacov M. (x)
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Title
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The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework.
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Creator
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Petscher, Yaacov M., Kim, Young-Suk, Foorman, Barbara R.
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Abstract/Description
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As schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS 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 [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of...
Show moreAs schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS 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 [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of second grade. The results showed that the DIBELS oral reading fluency tended to have higher sensitivity and negative predictive power for SAT10, and higher specificity and positive predictive power for GMRT. Furthermore, attempting to achieve a criterion of positive predictive power for a given reading comprehension outcome (SAT10 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.
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Date Issued
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2011
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Identifier
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FSU_migr_fcrr-pubs-0004, 10.1177/1534508410396698
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Format
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Citation
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Title
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Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
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Creator
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Petscher, Yaacov M., Kim, Young-Suk
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Abstract/Description
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Letter name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10,...
Show moreLetter name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10, 15, and 20 easiest letters, with all 26 letters by using Receiver Operating Characteristic (ROC) curves and indices of sensitivity, specificity, positive predictive power, and negative predictive power. Results demonstrated a hierarchical scale existed among items in the letter-name knowledge test. Additionally, assessing students, on the easiest 15 letters was not statistically distinguished from all 26 letters in diagnostic accuracy. The implications of the results for the use of a Mokken scale analysis in educational research are discussed.
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Date Issued
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2011
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Identifier
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FSU_migr_fcrr-pubs-0003, 10.1177/1534508411407761
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Format
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Citation
