ERIC Number: EJ1069868
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 27
Applying Generalizability Theory for Making Quantitative RTI Progress-Monitoring Decisions
Fan, Chung-Hau; Hansmann, Paul R.
Assessment for Effective Intervention, v40 n4 p205-215 Sep 2015
Language in the Individuals With Disabilities Education Improvement Act (IDEIA) allows the use of response-to-intervention (RTI) methodology in the identification of specific learning disabilities. However, there is no consensus on decision rules using curriculum-based measurement of oral reading fluency (CBM-R) for defining responsiveness. The purpose of this article is to describe how to apply generalizability (G) theory for making quantitative high-stakes RTI decisions. A sample of 68 first-grade students (36 females and 32 males) was randomly administered the first-grade Dynamic Indicators of Basic Early Literacy Skills oral reading fluency probes and correct words per minute (CWPM) were calculated for conducting both a generalizability (G) study and a decision (D) study using G theory. The results showed that the average raw scores (CWPM) across 20 probes encompassed a wide range from a low of 69 CWPM to a high of 88 CWPM. In addition, 90.2% of the variance was due to student reading skill, 7.0% was due to unaccounted sources of error, and only 2.8% was due to passage or probe variability. Also, the increasing number of probes administered (from 1 to 9) considerably reduced the values of standard error of measurement and increased the reliability coefficients. An example is provided to demonstrate how to apply G theory in using CBM-R data to guide psychometrically valid RTI decisions at the individual student level.
Descriptors: Generalizability Theory, Response to Intervention, Progress Monitoring, Decision Making, Grade 1, Elementary School Students, Oral Reading, Reading Fluency, Error of Measurement, Reliability, Curriculum Based Assessment
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)