Classification in Context: An Alternative Approach to Identifying Early Reading Disability.

By D. Speece, L. Case. 2001

227 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dc347f2c11854e677816dc7319d8e80f59038848

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In Developmental and Educational Psychology

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Citations in the corpus

Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria (2004, methodology): “The dualdiscrepancy method, as conceptualized by Fuchs and Fuchs (l998) and studied by Speece and Case (2001), establishes criteria for slope and level relative to those of classroom peers, not with respect to the broad, normative framework used for the present analysis.”
Curriculum-based measurement of oral reading: Passage equivalence and probe-set development (2009, methodology): “…measurement (CBM) is often used as a primary data source to guide both low stakes and high stakes decisions within problem solving and response-to-intervention decision-making models (Fuchs, Fuchs, McMaster,& Al Otaiba, 2003; Fuchs, 2003; Speece & Case, 2001; Speece, Case, & Molloy, 2003).”
Response to Intervention (2004, background): “Several proposals for operationalizing response to intervention have been made (Fuchs & Fuchs, 1998; Speece & Case, 2001; Vellutino et al., 1996).”
Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005, background): “Researchers are determining whether this discriminates among average readers and poor readers who do and do not respond to instruction (e.g., Speece & Case, 2001; Speece, Case, & Molloy, 2003).”
The building blocks of writing: Learning to write letters and spell words (2008, background): “Alternate-forms reliability (r = .82–.93; Elliott et al., 2001; Ritchey & Speece, 2006; Speece & Case, 2001) and predictive criterion-related validity with word reading (r = .58–.75; Elliott et al., 2001; Speece & Case, 2001 ) for a similar measure are judged as adequate.”
Introduction to Response to Intervention: What, Why, and How Valid Is It?. (2006, background): “Speece and Case (2001) took yet a different tack.”
Assessing Intervention Responsiveness: Conceptual and Technical Issues (2003, methodology): “On the one hand, as Speece and colleagues (Speece & Case, 2001; Speece et al., 2002) showed, IRA can enhance the construct and consequential validity of identiﬁcation decisions, at least when the assessment is conﬁgured in certain ways.”
What Is Special About Special Education for Students with Learning Disabilities? (2003, methodology): “Although this model focuses on supplemental instruction, it was influenced by the work on alternative models for identifying students with disabilities developed by L. S. Fuchs and Fuchs (1998) and implemented by Speece and Case (2001).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, background): “After demonstrating the validity of dual discrepancies in construct and social consequentiality (Speece & Case, 2001), Case and her colleagues expanded their investigation to include intervention in the general education environment in conjunction with application of dual discrepancies.”
Extending Responsiveness to Intervention to Mathematics at First and Third Grades (2007, result): “This research, together with related studies (e.g., Speece & Case, 2001), lends tentative support to an RTI approach to identifying LD in reading.”
What We Need to Know about Responsiveness to Intervention (and Shouldn't be Afraid to Ask) (2007, methodology): “It is illustrated in the research of Speece and Case (2001), who used curriculum-based measurement passage reading ﬂuency to test students weekly and at treatment’s end.”
Estimates of the Standard Error of Measurement for Curriculum-Based Measures of Oral Reading Fluency (2007, methodology): “CBM is presented in the literature as a critical component of both problem solving and RTI (Fuchs, Fuchs, McMaster, & Al Otaiba, 2003; Speece & Case, 2001; Speece, Case, & Molloy, 2003).”