المؤلفون: Burns, Matthew K., VanDerHeyden, Amanda M., Duesenberg-Marshall, McKinzie D. (ORCID 0000-0001-5928-7622), Romero, Monica E., Stevens, Mallory A., Izumi, Jared T., McCollom, Elizabeth M.

المصدر: Learning Disability Quarterly. Nov 2023 46(4):306-316.

تمت مراجعته من قبل الزملاء: Y

Page Count: 11

الواصفات: Dyslexia, Screening Tests, At Risk Students, Reading Difficulties, Primary Education, Test Validity, Disability Identification, Phonological Awareness, Elementary School Students, Reading Fluency, Emergent Literacy

معرفات التقييم و الدراسة: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

مستخلص: Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement effective intervention. There are several commonly used reading screeners, but the decision accuracy and predictive value between them varies. In the current study, scores on two different reading screeners, the Shaywitz DyslexiaScreen (SDS) and Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) were compared for 115 U.S. Grades K-3 students with specific reading deficits using the Phonological Awareness Composite of the Comprehensive Test of Phonological Processing as the criterion. Tests of sensitivity, specificity, and post-test probabilities were used to evaluate the decision accuracy of the data. Results suggested that the decision accuracy for DIBELS Next (78%) was better than SDS (45%), and both sensitivity (DIBELS Next = 90%, SDS = 35%) and positive post-test probability (DIBELS Next = 71%, SDS = 42%) favored DIBELS Next. Thus, the DIBELS Next measures demonstrated acceptable decision accuracy in identifying students with low phonological awareness, but the SDS did not.

Abstractor: As Provided

المؤلفون: Burns, Matthew K. (ORCID 0000-0001-9946-5729), Lembke, Erica S., Duesenberg-Marshall, McKinzie D. (ORCID 0000-0001-5928-7622), Hopkins, Stephanie, Hirt, Stacy, Romero, Monica E., Thomas, Elizabeth (ORCID 0000-0001-6091-8006), Steinbauer, Jo Ann, Del Gaiso, Amber, Crooks, Scott

المصدر: Journal of Research in Special Educational Needs. Oct 2023 23(4):365-374.

تمت مراجعته من قبل الزملاء: Y

Page Count: 10

الواصفات: Academic Achievement, Educational Assessment, Individualized Education Programs, Educational Quality, Predictor Variables, Scores

مستخلص: The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r[superscript 2] = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r[superscript 2] = 0.05) and math (r[superscript 2] = 0.07). Implications for research and practice are included.

Abstractor: As Provided

المؤلفون: Burns, Matthew K., VanDerHeyden, Amanda M., Duesenberg-Marshall, McKinzie D., Romero, Monica E., Stevens, Mallory A., Izumi, Jared T., McCollom, Elizabeth M.

المصدر: Learning Disability Quarterly; Nov2023, Vol. 46 Issue 4, p306-316, 11p

مصطلحات موضوعية: DYSLEXIA -- Risk factors, NEUROPSYCHOLOGICAL tests, RISK assessment, COMPARATIVE studies, STUDENTS, DECISION making, SENSITIVITY & specificity (Statistics), EARLY medical intervention, CHILDREN

مستخلص: Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement effective intervention. There are several commonly used reading screeners, but the decision accuracy and predictive value between them varies. In the current study, scores on two different reading screeners, the Shaywitz DyslexiaScreen (SDS) and Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) were compared for 115 U.S. Grades K–3 students with specific reading deficits using the Phonological Awareness Composite of the Comprehensive Test of Phonological Processing as the criterion. Tests of sensitivity, specificity, and post-test probabilities were used to evaluate the decision accuracy of the data. Results suggested that the decision accuracy for DIBELS Next (78%) was better than SDS (45%), and both sensitivity (DIBELS Next = 90%, SDS = 35%) and positive post-test probability (DIBELS Next = 71%, SDS = 42%) favored DIBELS Next. Thus, the DIBELS Next measures demonstrated acceptable decision accuracy in identifying students with low phonological awareness, but the SDS did not. [ABSTRACT FROM AUTHOR]

: Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Burns, Matthew K., Lembke, Erica S., Duesenberg‐Marshall, McKinzie D., Hopkins, Stephanie, Hirt, Stacy, Romero, Monica E., Thomas, Elizabeth, Steinbauer, Jo Ann, Del Gaiso, Amber, Crooks, Scott

المصدر: Journal of Research in Special Educational Needs; Oct2023, Vol. 23 Issue 4, p365-374, 10p, 6 Charts

مصطلحات موضوعية: CAREER development, INDIVIDUALIZED education programs, EDUCATIONAL programs, ACADEMIC achievement, CONTINUING education, PROFESSIONAL education

مستخلص: The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r2 = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r2 = 0.05) and math (r2 = 0.07). Implications for research and practice are included. [ABSTRACT FROM AUTHOR]

: Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Burns, Matthew K., VanDerHeyden, Amanda M., Duesenberg-Marshall, McKinzie D., Romero, Monica E., Stevens, Mallory A., Izumi, Jared T., McCollom, Elizabeth M.

المصدر: Learning Disability Quarterly ; volume 46, issue 4, page 306-316 ; ISSN 0731-9487 2168-376X

الوصف: Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement effective intervention. There are several commonly used reading screeners, but the decision accuracy and predictive value between them varies. In the current study, scores on two different reading screeners, the Shaywitz DyslexiaScreen (SDS) and Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) were compared for 115 U.S. Grades K–3 students with specific reading deficits using the Phonological Awareness Composite of the Comprehensive Test of Phonological Processing as the criterion. Tests of sensitivity, specificity, and post-test probabilities were used to evaluate the decision accuracy of the data. Results suggested that the decision accuracy for DIBELS Next (78%) was better than SDS (45%), and both sensitivity (DIBELS Next = 90%, SDS = 35%) and positive post-test probability (DIBELS Next = 71%, SDS = 42%) favored DIBELS Next. Thus, the DIBELS Next measures demonstrated acceptable decision accuracy in identifying students with low phonological awareness, but the SDS did not.

الإتاحة: https://doi.org/10.1177/07319487221096684Test

المؤلفون: Burns, Matthew K., Duesenberg-Marshall, McKinzie D., McCollom, Elizabeth M., McCree, Nikita, Abdelnaby, Heba Z.

المصدر: Learning Disabilities: A Multidisciplinary Journal; 2022, Vol. 27 Issue 1, p51-60, 10p

مصطلحات موضوعية: READING level of students, READING disability, LEARNING disabilities

مستخلص: An appropriate level of challenge for reading, called the instructional level, consists of 93% to 97% known words within the text. The current study examined if an instructional level could be facilitated by preteaching words to a male second grade student identified with a learning disability in reading. Key and high-frequency words were pretaught before reading passages, which made up the experimental condition in a single-subject reversal design. A baseline condition was also used in which the child read from similar passages without preteaching words. Results suggested that preteaching the words led to a percentage of known words that fell within the instructional level, and increased fluent reading of the experimental passages. Implications for practice and suggestions for future research are included. [ABSTRACT FROM AUTHOR]

: Copyright of Learning Disabilities: A Multidisciplinary Journal is the property of Sagamore Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)