Selecting At-Risk First-Grade Readers for Early Intervention Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process

• Published in: Journal of educational psychology Vol. 102; no. 2; pp. 327 - 340
• Main Authors: Compton, Donald L, Fuchs, Douglas, Fuchs, Lynn S, Bouton, Bobette, Gilbert, Jennifer K, Barquero, Laura A, Cho, Eunsoo, Crouch, Robert C
• Format: Journal Article
• Language: English
• Published: Washington, DC American Psychological Association 01-05-2010
• Subjects: Adult and adolescent clinical studies; At Risk Populations; At Risk Students; Biological and medical sciences; Children & youth; Decoding (Reading); Dynamic Assessment; Early Intervention; Educational psychology; Evaluation; Female; Grade 1; Grade 2; Human; Intervention; Language and communication disorders; Male; Medical sciences; Oral Reading; Phonemic Awareness; Phonemics; Phonological Awareness; Progress Monitoring; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Reading Ability; Reading Difficulties; Reading Disabilities; Reading Fluency; Reading Skills; Screening; Screening Tests; Studies; Tennessee; Vocabulary; Tennessee; screening; response to intervention; short-term progress monitoring; reading disability; dynamic assessment; Human; Short term; Evaluation; Reading disorder; Medical screening; School environment; Reading; School age; Language; Risk factor; Child
• ISSN: 0022-0663; 1939-2176
• DOI: 10.1037/a0018448

The purposes of this study were (a) to identify measures that when added to a base 1st-grade screening battery help eliminate false positives and (b) to investigate gains in efficiency associated with a 2-stage gated screening procedure. We tested 355 children in the fall of 1st grade and assessed for reading difficulty at the end of 2nd grade. The base screening model included measures of phonemic awareness, rapid naming skill, oral vocabulary, and initial word identification fluency (WIF). Short-term WIF progress monitoring (intercept and slope), dynamic assessment, running records, and oral reading fluency were each considered as an additional screening measure in contrasting models. Results indicated that the addition of WIF progress monitoring and dynamic assessment, but not running records or oral reading fluency, significantly decreased false positives. The 2-stage gated screening process using phonemic decoding efficiency in the 1st stage significantly reduced the number of children requiring the full screening battery.