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Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning.

Authors
  • Fuchs, Lynn S1
  • Compton, Donald L
  • Fuchs, Douglas
  • Hollenbeck, Kurstin N
  • Hamlett, Carol L
  • Seethaler, Pamela M
Type
Published Article
Journal
Journal of learning disabilities
Publication Date
Jan 01, 2011
Volume
44
Issue
4
Pages
372–380
Identifiers
DOI: 10.1177/0022219411407867
PMID: 21685352
Source
Medline
License
Unknown

Abstract

The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model.

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