Date of Award
Doctor of Education (EdD)
H. Stanton Tuttle
Jeffrey S. Williamson
Scholarship of Community Application, Scholarship of Teaching and Learning
Third grade students were administered two universal screening reading measures at the beginning and end of the school year. In an effort to limit the misidentification of reading disabilities (RD) in lower socioeconomic community populations of the school district, local norms were established. The local and national norms were compared using the 10th percentile, or -1.27 Z-score, to identify discrepant scores. A diminished classification of RD was evidenced when local norms were utilized in contrast to the use of national norms. Locally-normed slope scores in conjunction with the benchmark testing scores showed a moderate level of correlation than when compared to the scores or slope coefficients in isolation. The utilization of local norms reduced the number of classifications for RD, but did not consistently identify the children who were diagnosed with a Specific Learning Disability (SLD). The identification of statistically significant discrepancies of the Progress Monitoring (PM) scores provided support in the practice for the assessment of SLD when used jointly with slope scores. Overall, the use of Z-scores offered a reliable means for the comparison of the various PM measure scores.
Malliett, Brian C., "The Utility of Local Norms in the Identification of Students with Learning Disabilities in Reading" (2015). Ed.D. Dissertations. 82.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.