Purpose: Fourth grade typically involves shifting the instruction from "learning to read" to "reading to learn," which can cause students to struggle. However, early reading intervention guided by assessment has demonstrated effectiveness in preventing later reading difficulties (RD). This study presents a classification and…

This study sought to find if the implementation of the strategy of goal setting and reflective portfolios would improve reading comprehension among long-term English learners (LTELs), which in turn would impact their FastBridge aReading scores. LTELs have difficulty reclassifying, resulting in negative outcomes regarding graduation rates and…

The purpose of this research was to determine classification accuracy of the factors affecting the success of students' reading skills based on PISA 2018 data by using Artificial Neural Networks, Decision Trees, K-Nearest Neighbor, and Naive Bayes data mining classification methods and to examine the general characteristics of success groups. In…

In this study, we validated the "ReadFree tool", a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8-13 years old) divided into monolingual poor readers (N = 37) and…

Research on the use of standardized test scores in higher education reveals significant variations in attitudes and perceptions of language proficiency tests among test score users. Most test score users have limited knowledge about test score interpretations in terms of what English as additional language (EAL) students typically know and can do…

Rhythm plays an organisational role in the prosody and phonology of language, and children with literacy difficulties have been found to demonstrate poor rhythmic perception. This study explored whether students' performance on a simple rhythm task at school entry could serve as a predictor of whether they would face difficulties in word reading…

Screening is necessary to detect risk and prevent reading failure. Yet the amount of screening that commonly occurs in U.S. schools may undermine its value, creating more error in decision making and lost instructional opportunity. This 2-year longitudinal study examined the decision accuracy associated with collecting concurrent reading screening…

Multitiered systems of support depend on screening technology to identify students at risk. The purpose of this study was to examine the use of a computer-adaptive test and latent class growth analysis (LCGA) to identify students at risk in reading with focus on the use of this methodology to characterize student performance in screening.…

Background and Objective: Research has repeatedly found that students who have not developed sufficient reading skills by the third grade have lower rates of high school graduation and post high school outcomes. A growing body of literature has examined how the use of curriculum-based measurements (CBMs) can be used to identify these struggling…

This study examined the predictive validity and classification accuracy of individual- and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students was assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of…

This study examined the predictive validity and classification accuracy of individual and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students were assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of…

This study investigates the Chinese reading patterns of students with learning disabilities (LD). The performances of students with LD in reading the three categories of Chinese characters were particularly analysed: regular, irregular, and pseudo-characters. Fifty-three students with LD in reading and 44 students without LD of Year 4 were…

The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study…

Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for…

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However,…