Florida State University, Tallahassee, FL 32303-4301, USA.
J Learn Disabil. 2011 May-Jun;44(3):296-307. doi: 10.1177/0022219410392048. Epub 2011 Jan 20.
Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.
使用一种新的一致性度量标准，受影响状态一致性统计量，考察了阅读障碍的替代定义之间的一致性率及其 1 年和 2 年的稳定性。参与者为 288114 名一至三年级学生。阅读测量方法为动态基本早期识字技能指标口语阅读流利度和无意义单词流利度，共考察了 6 种严重程度的阅读困难水平（第 25、20、15、10、5 和 3 百分位等级）。比较了四种定义，包括传统的意外低成就和三种基于反应干预的定义：低成就、低增长和双重差异。一致性率是可变的，但总体上只是差到中等，意外低成就与其他定义之间的一致性最差。纵向稳定性较差，低增长定义的稳定性最差。讨论了对研究和实践的影响。
