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Parallel Word Processing during Reading &the Influence of Context
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62 |
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
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Abstract:
Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed. ; P50 HD052120, P50 HD052120, P50 HD052120-04 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3248271.
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Keyword:
Child; Child Language; Dyslexia/psychology; Educational Status; Female; Follow-Up Studies; Humans; Male; Models; Psychological; Reading; Risk Factors
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A330487/datastream/TN/view/Examining%20agreement%20and%20longitudinal%20stability%20among%20traditional%20and%20RTI-based%20definitions%20of%20reading%20disability%20using%20the%20affected-status%20agreement%20statistic.jpg https://doi.org/10.1177/0022219410392048 http://purl.flvc.org/fsu/fd/FSU_pmch_21252372
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63 |
A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
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64 |
Rapid serial naming and reading ability: the role of lexical access.
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65 |
Young English Language Learners' Cognate Sensitivity on Picture-Word Recognition and Production
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66 |
Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample.
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67 |
Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students
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68 |
Developing Emergent Literacy Skills: The Impact of Alphabet Instruction
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69 |
Lexical Characteristics of Words and Phonological Awareness Skills of Preschool Children
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70 |
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.
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73 |
Reading Comprehension in Grade Three as a Function of Child, Item, and Passage Characteristics
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74 |
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
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75 |
Factors Affecting the Development of Second Grade Spelling at the Teacher, Student, and Word Level
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76 |
The Linguistic Profiles of Spelling Errors in Fourth, Fifth, and Seventh Grade Students
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77 |
Monitoring Growth in Early Reading Skills: Validation of a Computer Adaptive Test
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78 |
Preschool Externalizing Behavior Mediates the Relation Between Temperament and Emergent Literacy
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79 |
Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten.
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80 |
Early Literacy Professional Development: Exploring the Effects of Mentoring for Preschool Teachers
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