| Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning. | |
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MedLine Citation:
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PMID: 21685352 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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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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Authors:
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Lynn S Fuchs; Donald L Compton; Douglas Fuchs; Kurstin N Hollenbeck; Carol L Hamlett; Pamela M Seethaler |
Publication Detail:
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Type: Journal Article; Research Support, N.I.H., Extramural; Research Support, U.S. Gov't, Non-P.H.S. Date: 2011-06-17 |
Journal Detail:
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Title: Journal of learning disabilities Volume: 44 ISSN: 1538-4780 ISO Abbreviation: J Learn Disabil Publication Date: 2011 Jul-Aug |
Date Detail:
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Created Date: 2011-10-03 Completed Date: 2012-02-09 Revised Date: 2012-03-05 |
Medline Journal Info:
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Nlm Unique ID: 0157312 Medline TA: J Learn Disabil Country: United States |
Other Details:
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Languages: eng Pagination: 372-80 Citation Subset: IM |
Affiliation:
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Vanderbilt University, Nashville, TN 37203, USA. lynn.fuchs@vanderbilt.edu |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Child Female Humans Learning Disorders / psychology* Male Mass Screening Mathematics* Models, Psychological* Problem Solving* Students / psychology* |
| Grant Support | |
ID/Acronym/Agency:
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1 RO1 HD46154/HD/NICHD NIH HHS; HD15052/HD/NICHD NIH HHS; R01 HD046154-05/HD/NICHD NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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