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

Title: Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
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Name(s): Brown Waesche, Jessica S, author
Schatschneider, Christopher, author
Maner, Jon K, author
Ahmed, Yusra, author
Wagner, Richard K, author
Type of Resource: text
Genre: Text
Date Issued: 2011-05-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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.
Identifier: FSU_pmch_21252372 (IID), 10.1177/0022219410392048 (DOI), PMC3248271 (PMCID), 21252372 (RID), 21252372 (EID), 0022219410392048 (PII)
Grant Number: P50 HD052120, P50 HD052120, P50 HD052120-04
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3248271.
Subject(s): Child
Child Language
Dyslexia/psychology
Educational Status
Female
Follow-Up Studies
Humans
Male
Models, Psychological
Reading
Risk Factors
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_21252372
Owner Institution: FSU
Is Part Of: Journal of learning disabilities.
1538-4780
Issue: iss. 3, vol. 44

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Brown Waesche, J. S., Schatschneider, C., Maner, J. K., Ahmed, Y., & Wagner, R. K. (2011). Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Journal Of Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_21252372