Allison F Gilmour, Justin Harper, Blair Lloyd, Alyssa Van Camp
Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee
Journal of learning disabilities
study explored effects using rasch modeling analyze data vocabulary knowledge preschoolers participated repeated readaloud events handson science activities classroom teachers rasch prototype literacy research developed applied preschool data thirtyone target words selected analysis three childrens informational picture books light color different instructional activities child received scores individual target words measured total six assessments including free response vocabulary tests expressive receptive picture vocabulary tests rasch modeling used assess learning difficulty target words different instructional settings suggestions made applying rasch modeling classroom studies instructional interventions