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Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.
Milburn, Trelani F (authoraut)
;
Lonigan, Christopher J (authoraut)
;
Allan, Darcey M (authoraut)
;
Phillips, Beth M (authoraut)
Abstract:
To investigate approaches for identifying young children who may be at risk for later reading-related learning disabilities, this study compared the use of four contemporary methods of indexing learning disability (LD) with older children (i.e., IQ-achievement discrepancy, low achievement, low growth, and dual-discrepancy) to determine risk status with a large sample of 1,011 preschoolers. These children were classified as at risk or not using each method across three early-literacy skills (i.e., language, phonological awareness, print knowledge) and at three levels of severity (i.e., 5th, 10th, 25th percentiles). Chance-corrected affected-status agreement (CCASA) indicated poor agreement among methods with rates of agreement generally decreasing with greater levels of severity for both single- and two-measure classification, and agreement rates were lower for two-measure classification than for single-measure classification. These low rates of agreement between conventional methods of identifying children at risk for LD represent a significant impediment for identification and intervention for young children considered at-risk. ; Identification, Learning disability, Preschool, Response to intervention ; P50 HD052120, U01 HD060292 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5489126.
URL:
http://purl.flvc.org/fsu/fd/FSU_pmch_28670102
https://doi.org/10.1016/j.lindif.2017.03.011
http://diginole.lib.fsu.edu/islandora/object/fsu%3A600802/datastream/TN/view/Agreement%20Among%20Traditional%20and%20RTI-based%20Definitions%20of%20Reading-Related%20Learning%20Disability%20with%20Preschool%20Children.jpg
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