An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties

2014 ◽  
Vol 48 (6) ◽  
pp. 602-621 ◽  
Author(s):  
Hank Fien ◽  
Jean Louise M. Smith ◽  
Keith Smolkowski ◽  
Scott K. Baker ◽  
Nancy J. Nelson ◽  
...  
Keyword(s):  
At Risk ◽  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
Students At Risk ◽  
Reading Outcomes

Effect of Amharic Letter Acquisition and Fluency Instruction on the Reading Achievement of Ethiopian Students at Risk for Reading Difficulties

2016 ◽  
Vol 19 (2) ◽  
pp. 59-68
Author(s):  
Yirgashewa Bekele Abdi ◽  
William J. Therrien
Keyword(s):  
At Risk ◽  
Word Reading ◽  
Explicit Instruction ◽  
Addis Ababa ◽  
Reading Difficulties ◽  
First Grade ◽  
Students At Risk ◽  
Grade One ◽  
Letter Sound ◽  
The Impact

Abstract This study took place in Addis Ababa, Ethiopia and examined the impact of explicit instruction and fluency practice of letter/sound combinations on reading Amharic letters and words. First grade students at risk for reading difficulties were assigned via stratified random assignment to treatment or control condition. Students in the treatment group received explicit instruction and fluency practice on grade one Amharic letters, two times a week for 18 weeks for 36 sessions. Students in the control condition received typical Amharic reading instruction. Results indicate that students in the treatment condition significantly outperformed students in control on letter sound identification and word reading fluency.

Screening for Math in Early Grades: Is Reading Enough?

2018 ◽  
Vol 45 (1) ◽  
pp. 38-50
Author(s):  
Allyson J. Kiss ◽  
Theodore J. Christ
Keyword(s):  
At Risk ◽  
Reading Skills ◽  
Math Achievement ◽  
Early Reading ◽  
First Grade ◽  
Students At Risk ◽  
Accurate Identification ◽  
Early Reading Skills ◽  
Early Grades ◽  
Reading And Math

Difficulties in reading and math are more likely to occur simultaneously than difficulties in either area alone; however, the research on that comorbidity is relatively sparse. The purpose of this study was to examine the relation between early reading skills as predictors of math achievement. A group of 102 kindergarten and 65 first-grade students were assessed with curriculum-based measures of early reading and early math, and a measure of broad math achievement. The results of multiple regression analyses indicated that when early numeracy was controlled for, the measures of early reading did not explain unique variance in math achievement among students. Interestingly, screening with only measures of early reading skills yielded acceptable area under the curve (AUC) values but did not yield accurate identification of students at risk for math difficulties (MD) when misclassification and specificity were taken into account. Results suggest that early math measures are most accurate in identifying students at risk for MD in early grades. Findings provide further insight into the relation between math and reading skills at the start of formal schooling. Authors provide recommendations for a combination of reading and math screeners to predict broad math achievement.

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

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