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In order to provide a more accurate assessment of group differences, a single DIBELS and WRMT z-score was calculated for each grade-level.
The lack of statistical significance of the full WRMT model may be related to the measure and the scaling, as the WRMT is a standardized measure of global reading skills, while the DIBELS is a direct formative assessment of phonics-based skills, which was the focus of the intervention.
Although using repeated measures of progress monitoring over a number of weeks to determine NR may yield a more utilitarian and accurate sampling of student performance than a single administration of a norm-referenced measure (e.g., WRMT), if RTI uses informal, curriculum-based measures such as fluency of word reading, several important matters of control must be exercised when scores across similar grade levels are compared to determine students' R and NR status.
A second approach to determining an absolute discrepancy utilizes standardized, norm-referenced tests (e.g., WRMT) and the resultant standard scores and percentile ranks.
This approach classifies outcomes on the WRMT (or merely the word identification subtest), for example, as follows: Students with standard scores of 90 or above (or a percentile rank of 25 or above) are determined to be R, whereas those below are NR.
During RTI assessment, this student attained the standard score of 88 on the WRMT.
Using the absolute discrepancy approach, this student would be deemed NR due to the WRMT score, proceed to the next tier, and possibly be determined to be eligible for special education if the outcome occurred in Tier Two or Three.
Imagine that in the pool of students described in the first example there is a student whose standard score on the WRMT is 92, and hence satisfies the R designation.
(1996), in which the WRMT is administered to a class of students at multiple points, from initial (i.e., "universal") screening through a general instructional period.
At the end of kindergarten, WRMT Word Identification was administered.
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