Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Joseph Jenkins of the University of Washington presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.


Candidate Measures for Screening At-Risk Students

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End-of-Kindergarten Screening Measures

Table 3 provides classification and criterion validity results for several end-of-kindergarten screening measures used to predict end-of-grade 1 reading. As before, researchers employed different performance levels to divide unsatisfactory from satisfactory reading levels on the criterion reading measure, which in turn affected the proportion of the school population designated at-risk by the screen. Also as before, some researcher identified risk-groups in a post-hoc fashion by linking performance on the criterion test to cut-scores on the screening test. In contrast, Speece et al. (2003) arbitrarily designated the bottom 25% of their sample as at risk.


Table 3. Late Kindergarten

Measure/Study Sample Type of Evidence Result
Combination of:
(1) Letter Naming Fluency (LSF)
(2) Phoneme Segmentation
(3) Sound Repetition
O'Connor and Jenkins (1999)
129 April K Classification At Risk
19%
Sensitivity
100%
Specificity
87%
Criterion
Below 8th percentile
WRMT Basic Reading - Spring Grade 1
Same combination with revised cut-scores
O'Connor and Jenkins (1999)
101 April K At Risk
17%
Sensitivity
100%
Specificity
91%
Criterion
Same
TRPI
(1) Letter Sound Identification (LSI)
(2) Blending Phonemes
Foorman et al. (1998)
421 April K Classification At Risk
50%
Sensitivity
90%
Specificity
62%
Criterion
Below 23rd percentile
WJ-Broad Reading - Grade 1
Composite of CTOPP-Blending and Elision
Speece et al. (2003)
39 Spring K Classification At Risk
25%
Sensitivity
66.7
42.9
Specificity
81.8
78.1
Criterion
Below 26th percentile
WJ-R Word Attack
CBM-ORF
Concurent Validity .68 WJ-R Letter-Word ID
Predictive Validity
Spring Grade 1
.73 WJ-R Letter-Word ID
.73 WJ-R Word Attack
.62 CBM-ORF
DIBELS-PSF
Good et al (2001)
353 Spring K Concurent Validity .62 NWF
Predictive Validity .68 WJ-R Reading Cluster
Spring K-Winter Grade 1 .62 CBM-ORF
Spring K-Winter Grade 1 .54 WJ-R Reading Readiness Cluster
Letter Name Fluency (LNF)
Speece et al. (2003)
39 Spring K Classification At Risk
25%
Sensitivity
50.0
87.5
Specificity
78.8
87.5
Criterion Measure
WJ-R Word Attack
CBM-ORF
Concurent Validity .55 WJ-R Letter-Word ID
Predictive Validity
Spring Grade 1
.55 WJ-R Letter-Word ID
.44 WJ-R Word Attack
.69 CBM-ORF
Other Predictions
Spring Grade 1
(1) LNF accounted for no unique variances in Letter Word ID, Word Attack, or CBM-ORF, after controlling for Phonological Awareness and NWF.
DIBELS-NWF
Speece et al. (2003)
39 Spring K Classification At Risk
(Lowest 25% of sample on NWF in Spring K)
Sensitivity
50.0
85.7
Specificity
72.7
81.3
Criterion
Below 26th percentile
WJ-R Word Attack
CBM-ORF
Concurent Validity .91 WJ-R Letter-Word ID
Predictive Validity
Spring K-Spring Grade 1
.59 WJ-R Letter-Word ID
.59 WJ-R Word Attack
.71 CBM-ORF
Other Prediction
Spring Grade 1
(1) NWF did not accout for significant variances in WJ-R Letter-Word ID once phonology awareness was controlled.

(2) NWF accounted for significant variance in WJ-R Word Attack and CBM-ORF, after Phonological Awareness was controlled.

(3) NWF accounted for significantly more variance than LNF in Word Attack and CBM-ORF.


Sensitivity levels attained by candidate screening measures varied depending on the criterion measure used to measure reading outcomes. Letter Naming Fluency (LNF) and DIBELS NWF showed poor (50%) sensitivity when WJ-R Word Attack was the criterion measure, but good sensitivity (88%) when CBM-ORF was the criterion measure (Speece et al., 2003).

The highest sensitivity levels (93% and 100%) were reported by Foorman et al. (1998) and O'Connor and Jenkins (1999), respectively. The former used a combination of Letter Name/Sound Knowledge (LN/S) and blending onset-rimes in screening, and the latter used a combination of phoneme segmentation, LNF, and sound repetition. However in evaluating the sensitivity achieved by the various screens, it is important to note that both Foorman et al. and O'Connor and Jenkins established screening cut-scores by working backward from the criterion measure--a way to guarantee reasonable sensitivity. Their specificity ranged from 63% to 87%.

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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.