ERIC Number: EJ946788
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 58
Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions
McAlenney, Athena Lentini; Coyne, Michael D.
Reading & Writing Quarterly, v27 n4 p306-323 2011
Accurate identification of at-risk kindergarten and 1st-grade students through early reading screening is an essential element of responsiveness to intervention models of reading instruction. The authors consider predictive validity and classification accuracy of early reading screening assessments with attention to sensitivity and specificity. They review screening strategies of previous kindergarten and 1st-grade intervention studies. They present practical, intervention-based solutions to low classification accuracy, including strategies that may reduce false-positive risk classifications.
Descriptors: Intervention, Early Reading, Predictive Validity, At Risk Students, Classification, Kindergarten, Reading Instruction, School Holding Power, Reading Difficulties, Grade 1, Screening Tests, Response to Intervention, Evaluation Methods
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Kindergarten
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)