The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.
Abstract
Response to intervention (RTI) models for identifying learning disabilities rely on the accurate identification of children who, without Tier 2 tutoring, would develop reading disability (RD). This study examined 2 questions concerning the use of 1st-grade data to predict future RD: (a) Does adding initial word identification fluency (WIF) and 5 weeks of WIF progress-monitoring data (WIF-Level and WIF-Slope) to a typical 1st-grade prediction battery improve RD prediction? and (b) Can classification tree analysis improve the prediction accuracy compared to logistic regression? Four classification models based on 206 1st-grade children followed through the end of 2nd grade were evaluated. A combination of initial WIF, WIF-Level, and WIF-Slope and classification tree analysis improved prediction sufficiently to recommend their use with RTI.
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Cites
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003) · Learning Disabilities Research & Practice · doi:10.1111/1540-5826.00072 · Cited by 868
Self-citationAssessing Intervention Responsiveness: Conceptual and Technical Issues
Fuchs, L. S. (2003) · Learning Disabilities Research & Practice · doi:10.1111/1540-5826.00073 · Cited by 236
Self-citationFuchs, L. S., Fuchs, D., & Compton, D. L. (2004) · Exceptional Children · doi:10.1177/001440290407100101 · Cited by 225
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Cited by
Literature Synthesis on Curriculum-Based Measurement in Reading
Miura Wayman, M., Wallace, T., Wiley, H. I., Tichá, R., & Espin, C. A. (2007) · The Journal of Special Education · doi:10.1177/00224669070410020401 · Cited by 428
What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask)
Fuchs, D., & Deshler, D. D. (2007) · Learning Disabilities Research & Practice · doi:10.1111/j.1540-5826.2007.00237.x · Cited by 316
Self-citationAn Analysis of Consistency Between Team Decisions and Reading Assessment Data Within an RTI Model
Shapiro, E. S., Hilt-Panahon, A., Gischlar, K. L., Semeniak, K., Leichman, E., & Bowles, S. (2012) · Remedial and Special Education · doi:10.1177/0741932510397763 · Cited by 24
Metadata
- Authors
- Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D.
- Venue
- Journal of Educational Psychology
- Published
- 2006-05
- Volume
- 98
- Issue
- 2
- Pages
- 394-409
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2162677759
- Cited by
- 316
- References
- 3
- FWCI
- 28.01
- Type
- journal article
- Language
- en
- Open access
- closed
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- Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.98.2.394
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
