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ERIC Number: EJ1137076
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: EISSN-2325-7466
Response to Intervention and Identifying Reading Disability
Hoang, Thienhuong
Journal of the American Academy of Special Education Professionals, p111-124 Win 2010
The educational community is discussing response-to-intervention (RTI) as an alternative assessment method. This study investigates assessment elements (beginning text level, ending text level, and number of weeks' participation) of the Reading Recovery (RR) program as part of a future RTI model. By means of a discriminant function analysis, third to fifth grade students (N = 155) who participated in RR during first grade formed the basis of the data for the analysis. The results indicated that RR assessment elements are significant predictors of first-grade students who are later identified as having a reading disability. Ending text level was consistently the largest predictor of students later classified as having a reading disability or not.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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 - Assessments and Surveys: Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement; TerraNova Multiple Assessments; Woodcock Reading Mastery Test