Deborah L. Speece|Christopher Schatschneider|Rebecca Silverman|Lisa Pericola Case|D. H. Cooper|Dawn Jacobs
Identification of Reading Problems in First Grade Within a Response-to-Intervention Framework
University of Maryland, College Park|Florida State University|University of Maryland, College Park|University of Maryland, College Park|Elon University|University of Maryland, College Park
models response intervention rti include parameters assessment instruction study focuses assessment purpose developing screening battery validly efficiently identifies firstgrade children risk reading problems rti model children would candidates early intervention examined accuracy fluency growth teacher rating measures predictors child status risk risk end school year based unselected sample 243 children prediction model best fit selection criteria included 2 word fluency measures teacher rating reading problems wordfluency growth equally plausible choice statistically measure would require additional data point efficient choice receiveroperator characteristic curve analysis yielded areaunderthecurve index 96 indicates selected 3variable model highly accurate