The Lived Experience of School Psychologists in Assessing for Reading Difficulties in the Aftermath of Response to Intervention PDF Download
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Author: Pamela Troutman
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 157
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Book Description
This study explored the experiences of twelve licensed school psychologists responsible for the assessment of children in grades kindergarten through grades five in a public school setting. A qualitative research methodology was employed using interpretative phenomenological analysis given that this approach is recommended for studies involving individual's experiencing a phenomenological change. The decision-making theory guided the research question: How do school psychologists make sense of and explain their experience in selecting the appropriate assessment for reading problems of K-5 students? The study revealed that school psychologists relied on the team process and collaboration with reading specialists and special education teachers when deciding how to assess students for reading failure. This study confirmed that school psychologists feel highly qualified and trained to administer and interpret cognitive assessments and are less confident regarding reading assessments and interventions. Furthermore, this study revealed that school psychologists do not value traditional aptitude-achievement assessments to determine reading disabilities and supplement these assessments to ensure accurate data; findings which may warrant further investigation. This study confirmed that school psychologists have confidence in the cognitive assessment and rely on this data to inform their recommendations for students with suspected reading disabilities. Moreover, this study confirmed that school psychologists value RTI efforts and use the data to assist students. Results of this study found that school psychologists continue to struggle with their role in the development and implementation of response-to-intervention efforts and often feel underutilized in those efforts.
Author: Pamela Troutman
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 157
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Book Description
This study explored the experiences of twelve licensed school psychologists responsible for the assessment of children in grades kindergarten through grades five in a public school setting. A qualitative research methodology was employed using interpretative phenomenological analysis given that this approach is recommended for studies involving individual's experiencing a phenomenological change. The decision-making theory guided the research question: How do school psychologists make sense of and explain their experience in selecting the appropriate assessment for reading problems of K-5 students? The study revealed that school psychologists relied on the team process and collaboration with reading specialists and special education teachers when deciding how to assess students for reading failure. This study confirmed that school psychologists feel highly qualified and trained to administer and interpret cognitive assessments and are less confident regarding reading assessments and interventions. Furthermore, this study revealed that school psychologists do not value traditional aptitude-achievement assessments to determine reading disabilities and supplement these assessments to ensure accurate data; findings which may warrant further investigation. This study confirmed that school psychologists have confidence in the cognitive assessment and rely on this data to inform their recommendations for students with suspected reading disabilities. Moreover, this study confirmed that school psychologists value RTI efforts and use the data to assist students. Results of this study found that school psychologists continue to struggle with their role in the development and implementation of response-to-intervention efforts and often feel underutilized in those efforts.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Book Description
Reading problems are the most frequent referring reasons for special education evaluations. Recent changes in the law have implications for the changing role of the school psychologist, specifically the evaluation and identification of students with reading disabilities. Traditionally, the assessment of children with suspected reading disabilities has focused on the presence of an aptitude/achievement discrepancy in which general intellectual ability is significantly higher than reading skills. IDEA 2004 introduced a second model, Response to Intervention (RTI), in which children with a reading disability may be identified through a set of curriculum-based measures and progress monitoring data. In light of the broadening evaluation processes, the present study was designed to examine the relationship between school psychologists' attitudes and assessment practices in the identification of students suspected of reading disabilities. In addition, the study examined whether there were significant attitudes and practice differences related to school psychologists' prior teaching experience, gender status, number of years in practice, certification, grade of service delivery, professional credentials, and ethnicity. Finally, the study examined the variability in their practices for evaluating children with reading disabilities. The present study replicated and expanded the work (survey) of Nelson and Machek (2007) and Fish and Margolis (1988). Data were collected from 81 members of the Arizona Association of School Psychologists (AASP). Each participant completed a survey, which was made up of 30 items, regarding perceptions and practices psychologists use in the evaluation of students with reading difficulties using a 5-point Likert scale. Results indicated a relationship between attitudes and current practices suggesting that school psychologists' practices are compatible with their attitudes. In addition, the most remarkable correlations were observed in regard to school psychologists' attitudes that in order to identify children with a reading disability, school psychologists need to include measures of intelligence and cognitive processing, even within an RTI framework. In regard to the variability of assessment practices, school psychologists' practices for evaluating children with reading disabilities were similar. Implications from this study indicated the need for school psychologists to have a broad working knowledge of the evaluation requirements to identify children with reading disabilities beyond the aptitude/achievement model.
Author: David A. Kilpatrick
Publisher: John Wiley & Sons
ISBN: 1118845242
Category : Psychology
Languages : en
Pages : 450
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Book Description
Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
Author: David A. Kilpatrick
Publisher: Springer Nature
ISBN: 3030265501
Category : Psychology
Languages : en
Pages : 272
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Book Description
This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading.” Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report (2006)
Author: Nancy E. Bailey
Publisher: R&L Education
ISBN: 1475803583
Category : Education
Languages : en
Pages : 184
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Book Description
Misguided Education Reform: Debating the Impact on Students argues for reforms that will help, not hurt, America’s public school students. Early childhood education, testing, reading, special education, discipline, loss of the arts, and school facilities, are all areas experiencing reform in the wrong direction. This book says “no” to the reforms that fail, and challenges Americans to address the real student needs that will fix public schools and make America strong.
Author: Jules A. Riehs (Jr)
Publisher:
ISBN:
Category : Neuropsychological tests for children
Languages : en
Pages : 76
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Book Description
Variability in the definition of a reading disability has led to inconsistent identification of students with reading disabilities. Current assessment methods being utilized include discrepancy models and response to intervention (RTI). Recent trends would also indicate an increased awareness of neuropsychological assessment designed to provide a description of a student's neuropsychological strengths and weaknesses. A neuropsychological approach might be highly beneficial in providing information about the student's unique learning process, the possible presence of any developmental disorders and overall social/emotional functioning. A survey examining learning disability identification practices was constructed and distributed to Pennsylvania school psychologists. Hypotheses were: (1) School psychologists, in general, would demonstrate minimal practice with regard to the use of neuropsychological principles and a processing-based, neuropsychologically-informed assessment of reading disabilities. (2) The main method for determination of reading disability would be the discrepancy model. (3) Fewer school psychologists would use neuropsychological assessment compared to the discrepancy model and RTI. (4) Neuropsychological measures will not be deemed essential by school psychologists for the identification of reading disabilities. (5) A school psychologist's choice of using a processing model would be contingent upon his or her education and experience associated with a processing model. Results indicated that neuropsychological assessment was the least frequently used domain of assessment, and only 11% of responding school psychologists endorsed it as a valid measure for identifying reading disabilities. The use of many neuropsychological test instruments was not widely supported for the identification of reading disabilities and was deemed nonessential. Results also indicated that 98% of the school psychologists surveyed used some form of the discrepancy model. Of the school psychologists who acknowledged previous neuropsychological training, a significant proportion endorsed using neuropsychological assessment more frequently than a discrepancy model for the identification of learning disabilities. Implications are discussed.
Author: Laurice M. Joseph
Publisher:
ISBN: 9780932955579
Category : Reading
Languages : en
Pages : 207
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Book Description
For students, reading is imperative to academic growth. Unfortunately, it's one of the most frequent reasons for referral to a school psychologist.With Understanding, Assessing, and Intervening on Reading Problems, you can change that. Now in its second edition, this book makes it easy for you. Focus on actionable interventions and work one-on-one with struggling students. Help them love literature.After reading, feel much more prepared to:Address the new common core literacy standardsUnderstand the process of becoming a reader, from language development to reading proficiencyUse intervention strategies for vocabulary and reading comprehensionDynamically assess current reading levels and track progressLearn general instruction and specific techniques for developing critical reading skillsUnderstand the unique challenges of English language learners
Author: Diane Haager
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 366
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Book Description
A look at the research about the Three-Tier Approach - a core reading program, supplementary instruction and intensive intervention.
Author: Shane R. Jimerson
Publisher: Springer Science & Business Media
ISBN: 0387490531
Category : Psychology
Languages : en
Pages : 467
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Book Description
Until now, practitioners have had access to few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In this comprehensive volume, more than 90 expert scholars and practitioners provide a guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills.
Author: Kurt Meredith
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 76
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Book Description
