In this technical report, we present results of classification accuracy analyses to identify cut scores to optimize sensitivity and specificity for the easyCBM literacy assessments in Kindergarten through Grade 2. In conducting these analyses, we used the following approach: We kept sensitivity above 0.80 and maximized specificity from there. If…

This technical report is an addendum to a study we initially reported on in 2014 (Wray, Lai, Saez, Alonzo, & Tindal, 2014). In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from the Wray et al study. This supplementary report presents the results of the…

The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who…

The availability of psychometrically sound and usable universal screeners is a key component to successful early identification within a response-to-intervention model. The purpose of this study was to compare the diagnostic accuracy of oral reading fluency (ORF) and an informal reading inventory for identifying students considered at risk for…

We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors…

We explored the usefulness of 1st and 2nd grade reading measures and responsiveness criteria collected within a Response-to-Intervention (RtI) framework for predicting Reading Disability (RD) in 3rd grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD…

The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…

Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for…

Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for…

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Washington state. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 900 students per grade, randomly split into two…

Reading is the most valuable skill children must master early in schooling. Unfortunately, many students struggle to read and may be identified as having a Reading Disability (RD). In this dissertation, I explored the usefulness of the Response-to-Intervention (RtI) framework for identifying children with RD by examining the use of 1st and 2nd…

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Oregon. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 2,000 students per grade, randomly split into two groups of…