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ERIC Number: ED560747
Record Type: Non-Journal
Publication Date: 2013
Pages: 3
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: N/A
Risk-Category Transition Patterns for Students in Grades 2 to 4. Research Brief 7
Park, Bitnara Jasmine
National Center on Assessment and Accountability for Special Education
Early identification of students who are at-risk for reading difficulties (RD) is critical for successful and effective RTI implementation. A large group of students were followed for three years (grades 2 to 4) to investigate transition patterns of risk-categories across three years. Results indicated that although students identified at high-risk for RD in earlier grades make similar growths to their peers who are not at-risk, they are highly likely to stay in the high-risk categories. Also, low-risk students with flat growth from fall to winter are at greater risk for RD in the later grades. Providing additional instruction to students at-risk regardless of their growth in earlier grades may prevent them from lagging behind further from their peers.
National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site: http://ncaase.com
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center on Assessment and Accountability for Special Education (NCAASE)
Grant or Contract Numbers: R324A100014; R324C110004