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ERIC Number: EJ1117583
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1098-1608
Concurrent Validity of the Independent Reading Level Assessment Framework and a State Assessment
Ralston, Nicole C.; Waggoner, Jacqueline M.; Tarasawa, Beth; Jackson, Amy
Journal of At-Risk Issues, v19 n2 p1-8 2016
This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework. Furthermore, this study builds on existing literature by disaggregating the validity evidence across grade, program, and race/ethnicity to better understand how the assessment functions amongst varying demographic categories. We add to the limited research base of evidence that the IRLA tool may be an important instrument for bridging the gap between screening and providing intensive, systematic instruction as detailed by the What Works Clearinghouse (Gersten et al., 2008).
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Grant or Contract Numbers: N/A