Related Experiment Video
Updated: Jun 10, 2026
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
Published on: July 18, 2020
Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise
Donald L Compton1, Douglas Fuchs, Lynn S Fuchs
1Vanderbilt University.
Insights
Adding word identification fluency progress monitoring and dynamic assessment to first-grade screening batteries significantly reduces false positives in identifying reading difficulties. A two-stage screening process improves efficiency by narrowing the number of students needing comprehensive assessment.
Area of Science:
- Education
- Psychology
- Learning Disabilities
Background:
- Early identification of reading difficulties is crucial for timely intervention.
- Existing first-grade screening batteries may include false positives, leading to unnecessary interventions or missed opportunities.
- Improving the efficiency of screening procedures is essential for resource allocation in schools.
Purpose of the Study:
- To identify additional measures that enhance a base first-grade screening battery by reducing false positives.
- To investigate the efficiency gains of a two-stage gated screening procedure for reading difficulties.
Main Methods:
- A cohort of 355 first-grade children was assessed in the fall.
- The base screening model included phonemic awareness, rapid naming, oral vocabulary, and initial word identification fluency (WIF).
- Additional measures evaluated included WIF progress monitoring, dynamic assessment, running records, and oral reading fluency.
Main Results:
- The addition of WIF progress monitoring and dynamic assessment significantly decreased false positives compared to the base model.
- Running records and oral reading fluency did not significantly reduce false positives when added to the base model.
- A two-stage gated screening process, utilizing phonemic decoding efficiency, substantially reduced the number of children requiring the full screening battery.
Conclusions:
- WIF progress monitoring and dynamic assessment are effective additions to first-grade screening batteries for improving accuracy.
- A two-stage screening approach enhances efficiency and reduces the number of students needing extensive assessment.
- Optimizing early reading screening procedures can lead to more accurate identification and effective interventions for students at risk.
Abstract:
The purposes of this study were (a) to identify measures that when added to a base 1(st)-grade screening battery help eliminate false positives and (b) to investigate gains in efficiency associated with a 2-stage gated screening procedure. We tested 355 children in the fall of 1(st) grade, and assessed for reading difficulty at the end of 2(nd) grade. The base screening model, included measures of phonemic awareness, rapid naming skill, oral vocabulary, and initial word identification fluency (WIF). Short-term WIF progress monitoring (intercept and slope), dynamic assessment, running records, and oral reading fluency were each considered as an additional screening measure in contrasting models. Results indicated that the addition of WIF progress monitoring and dynamic assessment, but not running records or oral reading fluency, significantly decreased false positives. The 2-stage gated screening process using phonemic decoding efficiency in the first stage significantly reduced the number of children requiring the full screening battery.
