Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic

Jessica S Brown Waesche, Christopher Schatschneider, Jon K. Maner, Yusra Ahmed, Richard K. Wagner

Research output: Contribution to journalArticlepeer-review

47 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)296-307
Number of pages12
JournalJournal of Learning Disabilities
Volume44
Issue number3
DOIs
StatePublished - May 2011

Keywords

  • assessment
  • diagnosis
  • dyslexia
  • identification
  • response to intervention

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

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