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Tracking Children Who Fly below the Radar: Latent Transition Modeling of Students with Late-Emerging Reading Disability
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Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K. – Learning and Individual Differences, 2008
The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Descriptors: Listening Comprehension, Reading Fluency, Sight Vocabulary, Word Recognition
Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis.
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Fuchs, Lynn S.; Fuchs, Douglas; Hosp, Michelle K.; Jenkins, Joseph R. – Scientific Studies of Reading, 2001
Considers oral reading fluency as an indicator of overall reading competence. Summarizes several studies substantiating that oral reading fluency may reflect overall reading competence. Provides an historical analysis of the extent to which oral reading fluency has been incorporated into measurement approaches during the past century. Concludes…
Descriptors: Elementary Education, Evaluation Methods, Oral Reading, Reading Ability
Identifying a Measure for Monitoring Student Reading Progress.
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Fuchs, Lynn S.; Fuchs, Douglas – School Psychology Review, 1992
Investigated alternative reading monitoring measures in addition to time-consuming oral reading fluency assessment. Examined measures suitable for automatic data collection and scoring using computers and acceptable as measures of reading comprehension. Assessed criterion validity of four such measures and identified subset of measures. (Author/NB)
Descriptors: Academic Achievement, Curriculum, Elementary Education, Evaluation Methods
Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct.
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Fuchs, Douglas; Mock, Devery; Morgan, Paul L.; Young, Caresa L. – Learning Disabilities: Research & Practice, 2003
This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification