ERIC Number: EJ1049177
Record Type: Journal
Publication Date: 2015-Feb
Abstractor: As Provided
Reference Count: 47
Addressing False Positives in Early Reading Assessment Using Intervention Response Data
McAlenney, Athena Lentini; Coyne, Michael D.
Learning Disability Quarterly, v38 n1 p53-65 Feb 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I