Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

Catts, Hugh W.; Petscher, Yaacov; Schatschneider, Christopher; Bridges, Mindy Sittner; Mendoza, Katherin

doi:10.1177/0022219408326219

Cited by 173 publications

(167 citation statements)

References 44 publications

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“…A medida ideal, com 100% de sensibilidade e 100% de especificidade, raramente existe na prática, pois a tentativa de melhorar a sensibilidade frequentemente tem o efeito de diminuir a especificidade. A recomendação é que uma medida de rastreamento para ser considerada boa tenha uma sensibilidade de 90% ou mais (Jenkins et al, 2007), associada a uma especificidade de, no mínimo, 50% (Catts, Petscher, Schatschneider, Bridges, & Mendoza, 2009) ou 80% (Compton et al, 2010).…”

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Tarefas de Nomeação Seriada Rápida: Rastreando a Dificuldade de Leitura

Justi

Paula

2016

Psic.: Teor. e Pesq.

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RESUMO -Este estudo analisou a precisão de medidas de nomeação seriada rápida (NSR) em identificar os estudantes em risco/sem risco de dificuldade de leitura. Tarefas de NSR requerem a nomeação rápida de diferentes estímulos visuais apresentados em um cartão. Duzentas e treze crianças realizaram as tarefas de NSR quando estavam na Educação Infantil e, dessas, 174 realizaram uma tarefa de leitura quando estavam no 1º ano do Ensino Fundamental. Análises da curva ROC (Receiver Operating Characteristic) indicaram que as medidas de NSR (objetos, cores, números e letras) são razoáveis em identificar o risco/não risco de dificuldade de leitura (área sob a curva ≥ 0,70), sendo a NSR de números a medida com melhores índices de sensibilidade (88%) e especificidade (50%).Palavras-chave: nomeação seriada rápida, rastreamento, leitura, distúrbios da leitura Rapid Automatized Naming Tasks: Screening Reading DifficultyABSTRACT -The aim of this study was to analyze the rapid automatized naming (RAN)'s accuracy for identifying students at risk/not at risk for reading difficulty. Two hundred and thirteen children performed the RAN tasks when they were in the last year of Kindergarten and 174 among them, accomplished the reading task when they were in the first grade of Elementary School. Analyses based on the ROC curve (Receiver Operating Characteristic) indicated that all the RAN measures (objects, colors, numbers, and letters) had a fair accuracy for identifying students at risk/not at risk for reading difficulty (AUC ≥ 0.70). RAN numbers had the best classification accuracy presenting sensitivity and specificity indexes of 88% and 50%, respectively. O aprendizado da leitura representa um marco muito importante no desenvolvimento do ser humano. Uma nova forma de acesso à informação se torna disponível, o que amplia consideravelmente as possibilidades de desenvolvimento do indivíduo, seja no âmbito social, emocional, cognitivo ou cerebral. Sabe-se hoje que não saber ler e escrever é um fator de risco para o desenvolvimento de demências (Brucki, 2010) e que a doença de Alzheimer progride mais rapidamente entre as pessoas que não leem do que entre as pessoas que leem (Lee et al., 2008). Keywords

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Tarefas de Nomeação Seriada Rápida: Rastreando a Dificuldade de Leitura

Justi

Paula

2016

Psic.: Teor. e Pesq.

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“…Recently, researchers have noted that screening assessment using single measures of phonemic awareness (e.g., phoneme segmentation fl uency) may yield false positives, or children who are at risk who do not develop reading diffi culties (Catts, Petscher, Schatschneider, Bridges, & Mendoza, 2009 ;Clemens, Shapiro, & Thoemmes, 2011 ;Johnson, Jenkins, Petscher, & Catts, 2009 ). One solution is to monitor growth trajectories of phonemic awareness skills several times during kindergarten and fi rst grade to not only determine risk early, but to use data about students' response to guide interventions (by indicating which skills are weak), and to monitor progress which indicates how intensive intervention should be based on the severity of risk Good et al 2001 ).…”

Section: What Assessments Help Teachers Screen Studentsmentioning

confidence: 99%

Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research

et al. 2016

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The purpose of this chapter is to describe critical components of phonemic awareness instruction and intervention for students in pre-k through second grade who have language delays, reading disabilities, or who are at-risk for future reading problems. First, we describe our theoretical framework. Second, we describe existing assessments for screening, progress monitoring, intervention design. Third, we describe four evidence-based intervention programs that range from Tier 1 to more intensive interventions and we provide links to websites that review additional interventions. Finally, we conclude with directions for future research related to phonemic awareness instruction and intervention for students with language impairments or reading disabilities. Keywords Early literacy • Teacher training • Phonemic awarenessThe purpose of this chapter is to describe critical components of phonemic awareness instruction and intervention for students in pre-k through second grade who have language delays, reading disabilities, or who are at-risk for future reading problems. First, we describe our theoretical framework regarding how phonemic awareness is a foundational skill for reading and writing. Second, we describe existing assessments that can help teachers screen students to determine risk and then to monitor progress and guide interventions within multi-tier systems of supports or

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“…Some studies show that the RTI model is effective for identifying these problems only at early ages (4-6-year-olds); it cannot adequately predict later reading achievement, and it may present many false positives [13,14]. In other words, the RTI model is insufficient for identifying children with specific LDs, and it does not offer greater benefits than other models mentioned above [15].…”

Section: Introductionmentioning

confidence: 99%

Current Perspectives on Prevention of Reading and Writing Learning Disabilities

González-Valenzuela¹

2017

Learning Disabilities - An International Perspective

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This chapter intends firstly to analyze the problem of identifying learning disabilities, from the standpoint of competing diagnostic models. The controversy between different models for identifying learning disabilities was presented, contrasting the characteristics of diagnostic models and models based on response to intervention. Second, an analysis of the main predictive factors of reading and writing was offered, using recent results from research carried out in different languages. The most often studied predictors-phonological awareness, speech perception, the alphabetic principle, rapid automatic naming, and vocabulary-were analyzed for their relationship to reading and writing. Finally, a discussion follows on the effects of certain programs that have been developed in different countries to prevent reading and writing learning disabilities.

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Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

Cited by 173 publications

References 44 publications

Tarefas de Nomeação Seriada Rápida: Rastreando a Dificuldade de Leitura

Tarefas de Nomeação Seriada Rápida: Rastreando a Dificuldade de Leitura

Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research

Current Perspectives on Prevention of Reading and Writing Learning Disabilities

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