End of First-Grade and Beginning Second-Grade Screening
Table 5 shows the results of two classification analyses, along with selected concurrent and predictive validity results for this age group. The TPRI screens employ brief word reading tests at the end of first-grade and beginning of second-grade. The ending first-grade screen also includes a measure of phoneme blending. As with the other TPRI screens, this was designed to produce high sensitivity (above 90%). Not surprisingly, specificity was higher for the beginning grade 2 screen (85%) than for the ending grade 1 screen (77%).
Table 5. Late Grade 1 and Early Grade 2
| Measure/Study | Sample | Type of Evidence | Result | |||
| TRPI Combination of: (1) Word Reading (2) Blending Phonemes (Foorman et al., 1998) |
376 Spring Grade 1 | Classification | At Risk 38% |
Sensitivity 92% |
Specificity 77% |
Criterion Below 36th percentile WJ Broad Reading - Spring Grade 2 |
| TRPI Word Reading Foorman et al. (1998) |
537 Fall Grade 2 | Classification | At Risk 29% |
Sensitivity 91% |
Specificity 85% |
Criterion Below 36th percentile WJ Broad Reading Spring Grade 2 |
| CBM-ORF Speece and Case (2001) |
144 Fall Grade 2 | Classification | At Risk 25% on CBM-ORF |
Sensitivity 77% |
Specificity 80% |
Criterion Dually (Level and Slope) Discrepant (-1 Standard Deviation) on CBM-ORF |
In their classification analysis, Speece and Case (2001) used CBM-ORF to screen beginning second-graders. Students who scored in the lowest quartile on the screen were designated at risk. For the end-of-grade 2 performance criterion, Speece and Case used "very unsatisfactory" reading, defined as a dual discrepancy (level and slope) on CBM-ORF. The CBM-ORF screen achieved a sensitivity of 77% against this criterion, and its specificity was 80%.
Table 5 also shows criterion validity studies of several candidate-screening measures, all of which assessed some aspect of fluency (CBM-ORF, CBM-WIF, DIBELS NWF). In the only comparative study of concurrent validity, Fuchs et al. (2003) reported stronger end of first-grade concurrent validity coefficients for CBM-WIF than for DIBELS NWF for an at risk sample of students.
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