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Screening for Secondary Interventions:

The National Research Center on Learning Disabilities, a collaborative project of staff at Vanderbilt ... Center on Learning Disabilities Responsiveness-to-Intervention ...

Jeffrey
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Screening for Secondary Interventions:

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    Slide 1:Screening for Secondary Interventions: Candidate-Measures

    Joseph R. Jenkins University of Washington Responsiveness-to-Intervention Symposium December 4-5, 2003 • Kansas City, Missouri The National Research Center on Learning Disabilities, a collaborative project of staff at Vanderbilt University and the University of Kansas, sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education. When citing materials presented during the symposium, please use the following: “Jenkins, J. R. (2003, December). Screening for secondary interventions: Candidate-measures. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.”

    Slide 2:Some Observations on Screening Research

    The Nature of the Research Character of the Measures The Knowledge-Base

    Slide 3:About the Research-Base

    Focused on Early Grades Mixture of Evidence

    Slide 4:Evidential Basis for Candidate- Screening Measures

    1. Criterion Validity 2. Classification Accuracy Two Classes of Evidence Concurrent (Fuchs et al. 2003) Predictive (Fuchs et al. 2003) Uniquely Predictive (Schatschneider et al. in press) Arbitrary Cut-Offs (Speece et al. 2003) Backward-Linking Statistical Generalizability (Foorman et al. 1998) Cross-Validations (O’Connor & Jenkins, 1999)

    Slide 5:More About the Research-Base

    1. At Risk for What? Unsatisfactory Reading Outcomes (Below a Standard) Very Unsatisfactory Reading Outcomes (Severe RD) 2. How at Risk? At Risk Very at Risk

    Slide 6:Cut-Scores and Risk Levels (Good et al., 2001)

    Slide 7:Character of the Measures

    Slide 8:Criterion Measures

    Woodcock-Family of Tests Standards-Based Assessments CBMs

    Slide 9:Screening Measures

    Brief--Lasting a Few Minutes One-time vs. Repeated Measures Knowledge vs. Fluency Single vs. Combined Measures

    Slide 10:Types of Candidate- Screening Measures

    Letter Knowledge Phonological Sensitivity Word Knowledge Text-Level Achievement Tests

    Slide 11:Letter Knowledge

    Letter Name Identification Letter Sound Identification Letter Name Fluency Letter Sound Fluency

    Slide 12:Phonological Sensitivity

    Blending---Onset-Rimes Blending---Phonemes Segmenting---Onset-Rimes Segmenting---Phonemes Elision---Syllables Elision---Phonemes Onset Recognition Fluency Segmenting Fluency

    Slide 13:Word Knowledge

    Word Identification Word Identification Fluency Nonword Identification Fluency

    Slide 14:Text-Level Skills

    Oral Reading Fluency (CBM) Maze Fluency (CBM)

    Slide 15: Best Bets

    Slide 16:Best Bets: Early to Mid-Kindergarten

    Slide 17:Best Bets: Late Kindergarten

    Slide 18:Best Bets: Early Grade 1

    Slide 19:Best Bets: Late Grade 1 & Early Grade 2

    Slide 20:Best Bets: After Grade 2

    Slide 21:The Big Hole

    Too Few Studies of Cut-Scores A Very Solvable Problem

    Slide 22:To Fill-Up the Hole

    What’s Needed: 1. Consensus on Criterion Measures 2. Backward Linking Studies Documenting Sensitivity Documenting Specificity 3. Comparative Studies

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