title: Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning.
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.
authors.affiliation: Vanderbilt University, Nashville, TN 37203, USA. lynn.fuchs@vanderbilt.edu
authors.forename: Lynn S
authors.initials: LS
authors.lastname: Fuchs
authors.forename: Donald L
authors.initials: DL
authors.lastname: Compton
authors.forename: Douglas
authors.initials: D
authors.lastname: Fuchs
authors.forename: Kurstin N
authors.initials: KN
authors.lastname: Hollenbeck
authors.forename: Carol L
authors.initials: CL
authors.lastname: Hamlett
authors.forename: Pamela M
authors.initials: PM
authors.lastname: Seethaler
mesh_terms: D002648:Child; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D008403:Mass Screening; D008433:Mathematics; D008960:Models, Psychological; D011340:Problem Solving; D013334:Students / Q000523:psychology*