IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK

Area of Science:

• Educational Psychology
• Developmental Psychology
• Applied Linguistics

Background:

• Response to Intervention (RTI) models integrate assessment and instructional components.
• Early identification of reading risk is crucial for timely intervention.
• Existing screening methods may lack efficiency or predictive validity.

Purpose of the Study:

• To develop a valid and efficient screening battery for identifying first-grade children at risk for reading problems.
• To evaluate the predictive accuracy of various assessment measures within an RTI framework.
• To inform the selection of appropriate early intervention candidates.

Main Methods:

• Examined accuracy, fluency, growth, and teacher ratings as predictors of reading risk status.
• Utilized an unselected sample of 243 first-grade children.
• Employed receiver-operator characteristic (ROC) curve analysis to assess model accuracy.

Main Results:

• A 3-variable prediction model including 2-word fluency and teacher rating of reading problems demonstrated high accuracy (Area Under Curve = .96).
• Word-fluency growth was statistically plausible but less efficient due to requiring an additional data point.
• The selected model effectively distinguishes between children at risk and not at risk for reading problems.

Conclusions:

• A brief, efficient screening battery incorporating fluency and teacher ratings can accurately identify first-grade children needing reading intervention.
• This approach supports the principles of Response to Intervention by enabling timely and targeted support.
• The findings provide a practical tool for educators to improve early reading outcomes.