Universal screening of English language learners: Language proficiency and literacy.

Albers, Craig A.; Mission, Paige

doi:10.1037/14316-011

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…Universal screening is the process of data collection and use to determine curricular effectiveness and identify students with or at risk for poor performance and is a cost-effective, efficient way to identify students who need support in academic skills or behavior (Kettler et al, 2014). Screening in schools is not novel, as schools routinely screen students for vision and hearing.…”

Section: Universal Screeningmentioning

confidence: 99%

A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers

Keller‐Margulis

Matta

Pierce

et al. 2022

Assessment for Effective Intervention

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Measuring and identifying risk for reading difficulties at the kindergarten level is necessary for providing intervention as early as possible. The purpose of this study was to examine concurrent validity evidence of two kindergarten reading screeners, Acadience Reading and Texas Primary Reading Inventory (TPRI), as well as diagnostic accuracy at different performance levels on the Woodcock-Johnson IV (WJ-IV) Reading Cluster and across ( n = 96) emergent bilingual and monolingual English learners in kindergarten. Findings indicated moderate correlations between Acadience Reading and TPRI with the WJ-IV. Diagnostic accuracy results showed screening measures were inadequate when predicting WJ IV performance above 90 SS (standard score), but results improved for almost all measures and student groups when the threshold for performance was lowered to 80 SS. Acadience Reading Below Benchmark (AR BB) offered the lowest overall accuracy for emerging bilingual (EB) students. Implications for efficient and accurate use of reading screeners in schools are discussed.

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Section: Universal Screeningmentioning

confidence: 99%

A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers

Keller‐Margulis

Matta

Pierce

et al. 2022

Assessment for Effective Intervention

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show abstract

“…Curriculum–based measures (CBMs), which are brief timed measures that sample common grade–level skills for a given grade level and are sensitive to change, are commonly used as academic universal screening measures (Deno, 1985; Kettler et al, 2014). As mentioned, studies of growth on CBMs in elementary school have focused primarily on reading (e.g., Christ et al, 2010; Van Norman & Nelson, 2019), whereas relatively fewer studies have focused on measuring growth on math CBMs, consistent with a generally endemic lack of research on math in the broader RTI and MTSS literature (Gartland & Strosnider, 2020).…”

Section: Curriculum–based Measures In Math For Screeningmentioning

confidence: 99%

Capturing Multiple Sources of Change on Triannual Math Screeners in Elementary School

Hall

Kaplan

Albers

2022

Learn Disabil Res Pract

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Bayesian latent change score modeling (LCSM) was used to compare models of triannual (fall, winter, spring) change on elementary math computation and concepts/applications curriculum‐based measures. Data were collected from elementary students in Grades 2–5, approximately 700 to 850 students in each grade (47%–54% female; 78%–79% White, 10%–11% Black, 2%–4% Hispanic/Latino, 2%–4% Asian, 2–4% Native American or Pacific Islander; 13%–14% English learner; 10%–14% had special education individualized education plans). Results converged with common nonlinear growth patterns from the assessment norms and prior independent findings. However, Bayesian LCSMs captured practically relevant sources of change not observed in prior studies. Practical and methodological implications for screening and data‐based decision‐making in multitiered systems of support, limitations, and future directions are discussed.

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“…Given the importance of using systematic screening data in conjunction with other data collected on all students as part of regular school practices (e.g., ODR, attendance) to identify students at the first sign of concern, it is essential for schools to have access to screening tools with feasible procedures that produce reliable scores for educators to make valid inferences (Lane, Oakes, & Menzies, 2021). Fortunately, several behavior screening tools have been developed and refined to accurately detect students with and at risk for EBD (Kettler et al, 2014; Lane & Walker, 2015). This is encouraging as many district and school leaders have now shifted from asking: Should we adopt a screening tool?…”

mentioning

confidence: 99%

Examination of the Factor Structure and Measurement Invariance of the SRSS-IE

Lane,

Oakes,

Buckman

et al. 2023

Remedial and Special Education

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Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect students with appropriate supports, we present new findings of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and ethnicity, as well as time point (fall, winter, spring) within each school level (elementary, middle, high). The sample includes 124 schools from four U.S. geographic regions in their first year of implementing the SRSS-IE collected over a 10-year span. Using confirmatory factor analysis procedures accounting for the nesting of students within teachers’ classrooms, we confirmed a two-factor structure (internalizing and externalizing) and determined three items may be removed from the instrument while maintaining adequate model fit, pending replication with schools in later stages of screening implementation. All model comparisons between configural, metric, scalar, and strict models met invariance criteria within a time point. Longitudinal models also met these invariance criteria. We discuss educational implications, limitations, and directions for future research.

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Universal screening of English language learners: Language proficiency and literacy.

Abstract: The contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Cited by 6 publications

References 23 publications

A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers

A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers

Capturing Multiple Sources of Change on Triannual Math Screeners in Elementary School

Examination of the Factor Structure and Measurement Invariance of the SRSS-IE

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