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Related Experiment Videos

Screening for secondary intervention: concept and context.

Barbara R Foorman1, Dennis J Ciancio

  • 1Center for Academic and Reading Skills, University of Texas-Houston Medical School, 77030, USA. Barbara.R.Foorman@uth.tmc.edu

Journal of Learning Disabilities
|January 6, 2006
PubMed
Summary
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Early reading screening can identify students not at risk, allowing targeted instruction for those needing support. Progress monitoring in the alphabetic principle and response to instruction are key for effective early literacy interventions.

Area of Science:

  • Education
  • Developmental Psychology
  • Educational Psychology

Background:

  • Early screening for reading difficulties often yields disappointing accuracy.
  • Developmental conceptualization focusing on the rate of learning is crucial.
  • Effective early literacy interventions require accurate identification and targeted support.

Purpose of the Study:

  • To respond to Speece's findings on early screening accuracy.
  • To emphasize the role of identifying students not at risk for targeted instruction.
  • To highlight the importance of progress monitoring and response to instruction in early reading.

Main Methods:

  • Utilizing data from a widely used early reading assessment in Texas.
  • Analyzing data from high-performing/high-poverty schools in Texas.

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  • Examining item-based learning to reflect progress in mastering the alphabetic principle.

    • Main Results:

    • Early screening can serve the purpose of identifying students not at risk.
    • Monitoring progress in alphabetic principle mastery is reflected in item-based learning.
    • Response to instruction is a multilevel and contextualized process.

    Conclusions:

    • Early screening's purpose can be reframed to identify students not at risk, enabling focused instruction for those potentially at risk.
    • Progress monitoring, particularly in the alphabetic principle, is essential for tracking learning.
    • Effective early reading interventions must consider the multilevel and contextualized nature of response to instruction.