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ERIC Number: EJ1293843
Record Type: Journal
Publication Date: 2021-May
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: EISSN-2168-376X
Available Date: N/A
Comparison of Literacy Screener Risk Selection between English Proficient Students and English Learners
Learning Disability Quarterly, v44 n2 p96-109 May 2021
Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain an accurate picture of school performance. It is therefore surprising that few evaluations of screening systems have focused on English language measures and their use with English learners. In this article, we aim to evaluate common screening thresholds, 54 across Grades k-3, to determine the extent to which they may differ between English learners and English proficient students. Results indicate that many thresholds are consistent between groups with some exceptions in kindergarten. We discuss implications for screening assessment and decision making but suggest that similar cut scores across groups do not imply similar intervention strategies.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
IES Funded: Yes
Grant or Contract Numbers: S357A0020038; R305A150325; R324A090104
Author Affiliations: N/A