Comparison of dual discrepancy criteria to assess response to intervention

Matthew K. Burns, Barbara V. Senesac

Research output: Contribution to journalArticle

36 Citations (Scopus)

Abstract

Much of the research regarding diagnosing children as LD with responsiveness-to-intervention (RTI) has examined methods to identify children as non-responsive. The current study examined the dual discrepancy (DD) definition in which children score low on a post-intervention reading measure and score below their peers in reading growth rates. Four definitions of DD were compared, student growth below the 25th percentile, 33rd percentile, 50th percentile, and less than one standard deviation below the mean. Participants were 151 children in grades 1 through 3 who were identified as experiencing reading difficulties. Results suggested that the three percentile groups significantly differentiated reading scores between DD and non-DD children, but the one standard deviation group did not. No ethnic or gender biases were noted and the 25th and 33rd percentile criteria closely matched estimates of LD prevalence. Implications for future research are included.

Original languageEnglish (US)
Pages (from-to)393-406
Number of pages14
JournalJournal of School Psychology
Volume43
Issue number5
DOIs
StatePublished - Nov 1 2005

Fingerprint

Reading
Sexism
Growth
Group
school grade
Students
gender
trend
Research
student

Keywords

  • Dual discrepancy
  • RTI
  • Reading assessment
  • Response to intervention

Cite this

Comparison of dual discrepancy criteria to assess response to intervention. / Burns, Matthew K.; Senesac, Barbara V.

In: Journal of School Psychology, Vol. 43, No. 5, 01.11.2005, p. 393-406.

Research output: Contribution to journalArticle

Burns, Matthew K. ; Senesac, Barbara V. / Comparison of dual discrepancy criteria to assess response to intervention. In: Journal of School Psychology. 2005 ; Vol. 43, No. 5. pp. 393-406.
@article{7904464e1e88462c818a1f1421c9245b,
title = "Comparison of dual discrepancy criteria to assess response to intervention",
abstract = "Much of the research regarding diagnosing children as LD with responsiveness-to-intervention (RTI) has examined methods to identify children as non-responsive. The current study examined the dual discrepancy (DD) definition in which children score low on a post-intervention reading measure and score below their peers in reading growth rates. Four definitions of DD were compared, student growth below the 25th percentile, 33rd percentile, 50th percentile, and less than one standard deviation below the mean. Participants were 151 children in grades 1 through 3 who were identified as experiencing reading difficulties. Results suggested that the three percentile groups significantly differentiated reading scores between DD and non-DD children, but the one standard deviation group did not. No ethnic or gender biases were noted and the 25th and 33rd percentile criteria closely matched estimates of LD prevalence. Implications for future research are included.",
keywords = "Dual discrepancy, RTI, Reading assessment, Response to intervention",
author = "Burns, {Matthew K.} and Senesac, {Barbara V.}",
year = "2005",
month = "11",
day = "1",
doi = "10.1016/j.jsp.2005.09.003",
language = "English (US)",
volume = "43",
pages = "393--406",
journal = "Journal of School Psychology",
issn = "0022-4405",
publisher = "Elsevier BV",
number = "5",

}

TY - JOUR

T1 - Comparison of dual discrepancy criteria to assess response to intervention

AU - Burns, Matthew K.

AU - Senesac, Barbara V.

PY - 2005/11/1

Y1 - 2005/11/1

N2 - Much of the research regarding diagnosing children as LD with responsiveness-to-intervention (RTI) has examined methods to identify children as non-responsive. The current study examined the dual discrepancy (DD) definition in which children score low on a post-intervention reading measure and score below their peers in reading growth rates. Four definitions of DD were compared, student growth below the 25th percentile, 33rd percentile, 50th percentile, and less than one standard deviation below the mean. Participants were 151 children in grades 1 through 3 who were identified as experiencing reading difficulties. Results suggested that the three percentile groups significantly differentiated reading scores between DD and non-DD children, but the one standard deviation group did not. No ethnic or gender biases were noted and the 25th and 33rd percentile criteria closely matched estimates of LD prevalence. Implications for future research are included.

AB - Much of the research regarding diagnosing children as LD with responsiveness-to-intervention (RTI) has examined methods to identify children as non-responsive. The current study examined the dual discrepancy (DD) definition in which children score low on a post-intervention reading measure and score below their peers in reading growth rates. Four definitions of DD were compared, student growth below the 25th percentile, 33rd percentile, 50th percentile, and less than one standard deviation below the mean. Participants were 151 children in grades 1 through 3 who were identified as experiencing reading difficulties. Results suggested that the three percentile groups significantly differentiated reading scores between DD and non-DD children, but the one standard deviation group did not. No ethnic or gender biases were noted and the 25th and 33rd percentile criteria closely matched estimates of LD prevalence. Implications for future research are included.

KW - Dual discrepancy

KW - RTI

KW - Reading assessment

KW - Response to intervention

UR - http://www.scopus.com/inward/record.url?scp=28044464682&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=28044464682&partnerID=8YFLogxK

U2 - 10.1016/j.jsp.2005.09.003

DO - 10.1016/j.jsp.2005.09.003

M3 - Article

VL - 43

SP - 393

EP - 406

JO - Journal of School Psychology

JF - Journal of School Psychology

SN - 0022-4405

IS - 5

ER -