Predicting Kindergarteners’ Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures

Oslund, Eric L.; Hagan-Burke, Shanna; Taylor, Alasdair; Simmons, Deborah C.; Simmons, Leslie E.; Kwok, Oi‐Man; Johnson, Caitlin L.; Coyne, Michael D.

doi:10.1080/02702711.2012.630611

Cited by 12 publications

(5 citation statements)

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“…A number of studies have investigated the technical properties of measures designed for monitoring early literacy progress, including their predictive validity and screening accuracy (e.g., Catts, Petscher, Schatschneider, Bridges, & Mendoza, 2009; Clemens, Shapiro, & Thoemmes, 2011; Elliot, Lee, & Tollefson, 2001; Goffreda & DiPerna, 2010; Jenkins, Hudson, & Johnson, 2007). Several studies have collected data with kindergarten students on a progress-monitoring basis, yet analyses reported concurrent or predictive validity of point estimates rather than the validity of slope of improvement (e.g., Chafouleas & Martens, 2002; Elliot et al, 2001; Good et al, 2004; Oslund et al, 2012; Ritchey, 2008). Fuchs (2004) described work that investigates the properties of the static score (i.e., point estimates, data collected at one point in time) as Stage 1 research, which has received the majority of attention in research studies (Fuchs, 2004; Fuchs & Vaughn, 2012).…”

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confidence: 99%

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

et al. 2017

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Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students ( N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students' reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.

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confidence: 99%

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

et al. 2017

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“…Research has just begun to examine how different types of assessment procedures can be used to determine whether students adequately respond to intervention (Barth et al., ; Christ et al., ; Oslund et al., ). Progress measures should be evaluated in terms of specific psychometric criteria supporting their utility and user‐friendliness (e.g., Fuchs, )—and the use of data resulting from intervention‐embedded assessments appears to be a promising supplemental approach to progress monitoring.…”

Section: Discussionmentioning

confidence: 99%

“…To create more obvious links between assessment and instruction, assessment procedures (some even similar to CBM‐R) have been embedded within instructional programs. For example, some programs assess student performance periodically or as end‐of‐unit tests (Layng et al., ; Oslund et al., ; Vadasy et al., ), and in other cases behavior is evaluated and recorded during each instructional session (Mercer & Campbell, ). In the area of early literacy, Oslund et al.…”

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Do Intervention-Embedded Assessment Procedures Successfully Measure Student Growth in Reading?

Begeny

Whitehouse

Methe³

et al. 2015

Psychol. Schs.

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Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally during the process of delivering intervention) can potentially enhance instructional decisions. However, there is almost no psychometric research on this type of assessment procedure. This study was designed to examine the psychometric characteristics of three types of progress measures that are embedded within a commonly used reading intervention program. Results indicated that generalized gains across different oral reading fluency passages predict concurrent gains on common and comprehensive tests of reading fluency, and that immediate instructional gains measured during instruction were significantly different from zero and thus sensitive to intervention effects. Overall findings suggest that at least some embedded assessment procedures demonstrate predictive validity and that these types of procedures have the potential to assist educators with data‐driven instructional decisions about students’ responsiveness to intervention.

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“…First, we examined data from the first of the four ERI curriculum mastery tests administered to Cohort 1. Scores on the first curriculum mastery test were highly predictive of overall curriculum mastery (Lentini, 2008) and outcome scores (Oslund et al, 2013). The first test assessed skills learned in Part 1 of the ERI curriculum, including letter names, letter sounds, and first and last sound isolation.…”

Section: Methodsmentioning

confidence: 99%

Addressing False Positives in Early Reading Assessment Using Intervention Response Data

McAlenney

Coyne

2013

Learning Disability Quarterly

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The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who were participating in a full-year Tier 2 reading intervention program. Students with very strong initial curriculum mastery (n = 9) were identified as having possible false positive risk classifications and returned to general classroom Tier 1 instruction. Very strong responders who were exited from intervention (i.e., exited strong responders) scored above the risk range across multiple reading measures at the end of the year and performed similarly to a historical comparison cohort who remained in intervention services for the entire year (i.e., treated strong responders). Results suggest that kindergarten students with false positive risk classifications can be identified after a period of intervention services and successfully returned to general classroom instruction.Schools, then, are left with many questions about the appropriate use of screening batteries to select students for early reading intervention. Early screenings produce high rates of false positive risk classifications. Delaying

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Predicting Kindergarteners’ Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures

Cited by 12 publications

References 11 publications

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

Do Intervention-Embedded Assessment Procedures Successfully Measure Student Growth in Reading?

Addressing False Positives in Early Reading Assessment Using Intervention Response Data

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