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Direct linkMcAlenney, Athena Lentini; Coyne, Michael D. – Learning Disability Quarterly, 2015
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…
Descriptors: Kindergarten, Young Children, Risk Assessment, Classification
Bell, Sherry Mee; Taylor, Emily P.; McCallum, R. Steve; Coles, Jeremy T.; Hays, Elizabeth – Journal for the Education of the Gifted, 2015
From a sample of 1,242 third graders, prospective twice-exceptional students were selected using reading and math curriculum-based measures (CBMs), routinely used in Response to Intervention (RtI). These prospective twice-exceptional students were compared with non-twice-exceptional peers with similar strengths in either math or reading on CBMs…
Descriptors: Grade 3, Elementary School Students, Comorbidity, Academically Gifted
O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
