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ERIC Number: EJ941271
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0022-2194
Two-Stage Screening for Math Problem-Solving Difficulty Using Dynamic Assessment of Algebraic Learning
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Seethaler, Pamela M.
Journal of Learning Disabilities, v44 n4 p372-380 Jul-Aug 2011
The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model. (Contains 1 note and 2 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 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills; Woodcock Johnson Tests of Cognitive Ability; Woodcock Reading Mastery Test