Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers

Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.; Bouton, Bobette; Caffrey, Erin; Hill, Lisa

doi:10.1177/004005990703900508

Cited by 46 publications

(30 citation statements)

References 6 publications

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“…Indeed, one recent study (O’Connor & Jenkins, 1999) has shown that dynamic assessment of phonological awareness can reduce false positive errors in early identification. Dynamic assessments have also been developed to assess decoding ability (Fuchs, Fuchs, Compton, Bouton, Caffrey, & Hill, 2007). One disadvantage of these assessments is that they can be lengthy to administer.…”

Section: Discussionmentioning

confidence: 99%

“…One disadvantage of these assessments is that they can be lengthy to administer. The dynamic assessments used by O’Connor and Jenkins (1999) and Fuchs et al (2007) took approximately 30 minutes to administer. It may be possible to reduce the administration time of these instruments, but they are likely to still best be used as a supplement to DIBELS or other static assessments.…”

Section: Discussionmentioning

confidence: 99%

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Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

et al. 2008

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Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity. In this study, we examine a common screening instrument for the presence of floor effects and investigate the impact that these effects have on the predictive validity of the instrument. Longitudinal data (kindergarten-3rd grade) from a large cohort of children were used. These data included children’s performances on five measures from DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and two reading achievement outcome measures. Results showed that DIBELS measures were characterized by floor effects in their initial administrations, and that these effects reduced the predictive validity of the measures. The implications of these findings for early identification are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

et al. 2008

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“…The score is the number of scaffolding that the student needed to master the three decoding skills (0 = a student read at least five words correctly after the first instructional level; 5=a student did not reach mastery after all five instructional levels or, a student read at least five words correctly after the fifth instructional level). A four-week test-retest reliability was .72 in a pilot study (Fuchs, 2009; for additional information see D. Fuchs, Fuchs, Compton, Bouton, Caffrey, & Hill, 2007). …”

Section: Methodsmentioning

confidence: 99%

Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention

et al. 2012

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The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small group tutoring in a response-to-intervention model. First-grade students (n=134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2 small-group tutoring in reading for 14 weeks. Student responsiveness to Tier 2 was assessed weekly with word identification fluency (WIF). A series of conditional individual growth curve analyses were completed that modeled the correlates of WIF growth (final level of performance and growth). Its purpose was to examine the predictive validity of DA in the presence of 3 sets of variables: static decoding measures, Tier 1 responsiveness indicators, and pre-reading variables (phonemic awareness, rapid letter naming, oral vocabulary, and IQ). DA was a significant predictor of final level and growth, uniquely explaining 3% – 13% of the variance in Tier 2 responsiveness depending on the competing predictors in the model and WIF outcome (final level of performance or growth). Although the additional variances explained uniquely by DA were relatively small, results indicate the potential of DA in identifying Tier 2 nonresponders.

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“…GOIs are based on a test-teach-retest process, with a baseline measure, intervention, and repeated retesting (D. Fuchs, Fuchs, Compton, Bouton, Caffrey, & Hill, 2007). For example, a child's progress in reading intervention might be measured by a GOI such as wpm read aloud correctly from a grade-level passage.…”

Section: General Outcome Indicatorsmentioning

confidence: 99%

Productivity, Fluency, and Grammaticality Measures From Narratives

Tilstra

McMaster

2007

Communication Disorders Quarterly

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The purpose of this study was to identify potential general outcome indicators (GOIs) of language proficiency. Brief narratives were elicited from 45 kindergarten, first-grade, and third-grade children using single-picture scenes and a standardized protocol. Measures of language productivity, verbal fluency, and grammaticality were examined for alternate-form reliability and criterion validity. Two verbal fluency measures, total productive words per minute and total number of words per minute, were reliably obtained for students in all grades, demonstrated moderate criterion validity with a standardized oral language measure, and differentiated third-grade students from those in kindergarten and first grade. Additional standards for GOIs are discussed.

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Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers

Cited by 46 publications

References 6 publications

Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention

Productivity, Fluency, and Grammaticality Measures From Narratives

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