NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ925613
Record Type: Journal
Publication Date: 2011-Jun
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1534-5084
The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework
Petscher, Yaacov; Kim, Young-Suk; Foorman, Barbara R.
Assessment for Effective Intervention, v36 n3 p158-166 Jun 2011
As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., "Stanford Achievement Test-10th Edition" and "Gates-McGinitie Reading Test-Fourth Edition") at the end of second grade. The results showed that the "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency tended to have higher sensitivity and negative predictive power for "Stanford Achievement Test-10th Edition" and higher specificity and positive predictive power for "Gates-McGinitie Reading Test-Fourth Edition." Furthermore, attempting to achieve a criterion of positive predictive power for a given reading comprehension outcome ("Stanford Achievement Test-10th Edition," in this study) appears to render a favorable balance compared to other indices of diagnostic accuracy. These results are discussed in light of trade-offs and a need for considering specific contexts of schools and districts. (Contains 5 tables.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests; Stanford Achievement Tests
IES Funded: Yes
Grant or Contract Numbers: R305A100301
IES Cited: ED544195; ED545225; ED554441