TY - JOUR
T1 - Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic
AU - Waesche, Jessica S Brown
AU - Schatschneider, Christopher
AU - Maner, Jon K.
AU - Ahmed, Yusra
AU - Wagner, Richard K.
PY - 2011/5
Y1 - 2011/5
N2 - Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.
AB - Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.
KW - assessment
KW - diagnosis
KW - dyslexia
KW - identification
KW - response to intervention
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U2 - 10.1177/0022219410392048
DO - 10.1177/0022219410392048
M3 - Article
C2 - 21252372
AN - SCOPUS:79955533465
VL - 44
SP - 296
EP - 307
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
SN - 0022-2194
IS - 3
ER -