Developing a screening measure for at-risk and advanced beginning readers to enhance response-to-intervention frameworks using the Rasch model

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Developing a screening measure for at-risk and advanced beginning readers to enhance response-to-intervention frameworks using the Rasch model

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dc.contributor.advisor Vaughn, Sharon, 1952-
dc.contributor.advisor Dodd, Barbara Glenzing
dc.creator Weisenburgh, Amy Boward
dc.date.accessioned 2012-02-01T22:46:54Z
dc.date.available 2012-02-01T22:46:54Z
dc.date.created 2011-12
dc.date.issued 2012-02-01
dc.date.submitted December 2011
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2011-08-4132
dc.description.abstract The Rasch model was employed to analyze the psychometric properties of a diagnostic reading assessment and then create five short forms (n = 10, 16, 22, 28, 34 items) with an optimal test information function. The goal was to develop a universal screening measure that second grade teachers can use to identify advanced and at-risk readers to enhance Response-to-Intervention frameworks. These groups were targeted because both will need differentiated instruction in order to improve reading skills. The normative dataset of a national reading test developed with classical test theory methods was used to estimate person and item parameters. The measurement precision and classification accuracy of each short form was evaluated with the second grade students in the normative sample. Compared with full bank scores, all short forms produced highly correlated scores. The degree to which each short form identified exceptional readers was also analyzed. In consideration of classification accuracy and time-efficiency, the findings were most robust for the 10-item form.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Reading
dc.subject Assessment
dc.subject Screening
dc.subject Response-to-intervention
dc.subject Item response theory
dc.subject Screening measures
dc.subject Learning disabilities
dc.subject Gifted education
dc.subject Rasch model
dc.title Developing a screening measure for at-risk and advanced beginning readers to enhance response-to-intervention frameworks using the Rasch model
dc.date.updated 2012-02-01T22:47:02Z
dc.identifier.slug 2152/ETD-UT-2011-08-4132
dc.contributor.committeeMember Linan-Thompson, Sylvia
dc.contributor.committeeMember O'Reilly, Mark
dc.contributor.committeeMember Rieth, Herb
dc.description.department Special Education
dc.type.genre thesis
dc.type.material text
thesis.degree.department Special Education
thesis.degree.discipline Special Education
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Philosophy

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