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Decision Rules for Progress Monitoring in Reading: Accuracy during a Large‐Scale Tier II Intervention.

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Title: Decision Rules for Progress Monitoring in Reading: Accuracy during a Large‐Scale Tier II Intervention.
Authors: Parker, David C., Norman, Ethan, Nelson, Peter M.
Source: Learning Disabilities Research & Practice (Wiley-Blackwell). Nov2018, Vol. 33 Issue 4, p219-228. 10p. 4 Graphs.
Subjects: School children, Decision making in children, Reading intervention, Education, Educability
Abstract: The accuracy of decision rules for progress monitoring data is influenced by multiple factors. This study examined the accuracy of decision rule recommendations with over 4,500 second‐and third‐grade students receiving a tier II reading intervention program. The sensitivity and specificity of three decision rule recommendations for predicting year‐end spring benchmark targets was evaluated over different data collection durations under good and poor dataset conditions. Across grade level and dataset quality, the sensitivity of decisions made using trend lines and the median of recent data points tended to improve to acceptable levels after 18 weeks. Specificity tended to decrease around that same time but was less pronounced with the median decision rule method. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Decision Rules for Progress Monitoring in Reading: Accuracy during a Large‐Scale Tier II Intervention.
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  Data: <searchLink fieldCode="AR" term="%22Parker%2C+David+C%2E%22">Parker, David C.</searchLink><br /><searchLink fieldCode="AR" term="%22Norman%2C+Ethan%22">Norman, Ethan</searchLink><br /><searchLink fieldCode="AR" term="%22Nelson%2C+Peter+M%2E%22">Nelson, Peter M.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Wiley-Blackwell%29%22">Learning Disabilities Research & Practice (Wiley-Blackwell)</searchLink>. Nov2018, Vol. 33 Issue 4, p219-228. 10p. 4 Graphs.
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  Data: The accuracy of decision rules for progress monitoring data is influenced by multiple factors. This study examined the accuracy of decision rule recommendations with over 4,500 second‐and third‐grade students receiving a tier II reading intervention program. The sensitivity and specificity of three decision rule recommendations for predicting year‐end spring benchmark targets was evaluated over different data collection durations under good and poor dataset conditions. Across grade level and dataset quality, the sensitivity of decisions made using trend lines and the median of recent data points tended to improve to acceptable levels after 18 weeks. Specificity tended to decrease around that same time but was less pronounced with the median decision rule method. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ldrp.12170
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        Text: English
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        Type: general
      – SubjectFull: Decision making in children
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      – SubjectFull: Reading intervention
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      – SubjectFull: Educability
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      – TitleFull: Decision Rules for Progress Monitoring in Reading: Accuracy during a Large‐Scale Tier II Intervention.
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              Text: Nov2018
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