Work

Identifying Children in Middle Childhood Who Are at Risk for Reading Problems

Year: 2010

Type: article

Abstract: The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

Source: School Psychology Review

DOI: 10.1080/02796015.2010.12087777

Authors: Deborah L. Speece, Kristen D. Ritchey, Rebecca Silverman, Christopher Schatschneider, Caroline Y. Walker, Katryna N. Andrusik

Institutions: University of Maryland, College Park, University of Delaware, Florida State University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development