Articles Flashcards
(12 cards)
Van Norman (2018)
Comparing the median of the last three observations and current trend line with expected performance at a given week consistently yields higher positive agreement rates than data-point or prediction-based rules
Van Norman (2024)
When data is collected once a month using CAT, many observations (7-9) are needed to support low-stakes decisions
Clemens (2015)
STAR Early Literacy assessment is a moderate and significant predictor of year-end kindergarten reading skills, explaining 35% to 38% of the variance in word-reading skills. However, while SEL shows promise as a screening tool, adding paper-based assessments improved prediction accuracy, especially for lower-scoring students and first-grade outcomes, suggesting SEL may not fully replace traditional paper-based assessments for early reading.
Clemens (2020)
This study examined the predictive role of sublexical fluency skills—phoneme segmentation, letter naming, and letter sound fluency (PSF, LNF, and LSF)—on word reading development in kindergarten students at risk for reading difficulties. Findings indicated that while all three fluency skills were positively associated with later word reading, letter sound fluency (LSF) in the fall was the strongest predictor of mid-year word reading fluency and growth, underscoring its importance for early reading instruction.
Solomon et al. (2022)
This study evaluated the reliability of mastery measure math curriculum-based measurement (CBM) using generalizability theory with a sample of 263 students across grades K, 1, 3, 5, and 7, finding that most score variance was attributable to student differences rather than probe form effects. The results indicated that 1–4 minutes of assessment were sufficient to achieve reliability thresholds, supporting the use of mastery measurement in math CBM as a reliable screening tool.
VanDerHeyden and Solomon (2023)
This study examined the distinct roles of fluency and accuracy in curriculum-based measurement (CBM) decision-making, finding that while both metrics perform comparably, fluency is generally superior, especially when accuracy is assessed under timed conditions. The authors suggest reconsidering the conventional practice of using accuracy criteria alongside fluency criteria, as the redundancy and psychometric limitations of timed accuracy may introduce errors without providing additional predictive value for instructional decisions.
Fuchs & Deno (1991)
WIP
Fuchs et al. (2003)
This article discusses ongoing concerns regarding the definition and identification of learning disabilities (LD), highlighting recent moves to eliminate the IQ-achievement discrepancy as a marker for LD, which has sparked interest in alternative identification methods like responsiveness-to-intervention (RTI). The authors review the two main RTI models—the “problem-solving” model and the “standard-protocol” approach—assessing their effectiveness and feasibility, and conclude that further research is necessary to establish RTI as a valid method for identifying students with LD.
Fuchs and Fuchs (1998)
WIP
Vellutino (2006)
This study found that children at risk for early reading difficulties benefited from small-group interventions during kindergarten, and those who continued to struggle in reading received either one-to-one tutoring or standard remedial assistance in first grade. The results indicate that both the kindergarten intervention alone and the combination of kindergarten and first-grade interventions effectively help prevent early and long-term reading difficulties in most at-risk children.
Al Otaiba (2014)
This randomized controlled experiment evaluated the efficacy of two response-to-intervention (RTI) models—typical RTI and dynamic RTI—across 34 first-grade classrooms with 522 students from diverse schools. The results indicated that students in the dynamic RTI condition, who received immediate Tier 2 or Tier 3 interventions based on initial screenings, achieved significantly higher reading performance by the end of the study compared to those in the typical RTI condition, demonstrating a positive effect (d = .36) that accumulated over the school year.
