A Latent Class IRT Approach to Defining and Measuring Language Proficiency.

English language learner (EL) status has high stakes implications for determining when and how ELs should be evaluated for academic achievement. In the US, students designated as English learners are assessed annually for English language proficiency (ELP), a complex construct whose conceptualization has evolved in recent years to reflect more precisely the language demands of content area achievement as reflected in the standards of individual states and state language assessment consortia, such as WIDA and ELPA21. The goal of this paper was to examine the possible role for and utility of using content area assessments to validate language proficiency mastery criteria. Specifically, we applied mixture item response models to identify two classes of EL students: (1) ELs for whom English language arts and math achievement test items have similar difficulty and discrimination parameters as they do for non-ELs and (2) ELs for whom the test items function differently. We used latent class IRT methods to identify the two groups of ELs and to evaluate the effects of different subscales of ELP (reading, writing, listening, and speaking) on group membership. Only reading and writing were significant predictors of class membership. Cut-scores based on summary scores of ELP were imperfect predictors of class membership and indicated the need for finer differentiation within the top proficiency category. This study demonstrates the importance of linking definitions of ELP to the context for which ELP is used and suggests the possible value of psychometric analyses when language proficiency standards are linked to the language requirements for content area achievement.

Simulation of LD Identification Accuracy Using a Pattern of Processing Strengths and Weaknesses Method With Multiple Measures.

We investigated the classification accuracy of learning disability (LD) identification methods premised on the identification of an intraindividual pattern of processing strengths and weaknesses (PSW) method using multiple indicators for all latent constructs. Known LD status was derived from latent scores; values at the observed level identified LD status for individual cases according to the concordance/discordance method. Agreement with latent status was evaluated using (a) a single indicator, (b) two indicators as part of a test-retest "confirmation" model, and (c) a mean score. Specificity and negative predictive value (NPV) were generally high for single indicators (median specificity = 98.8%, range = 93.4%-99.7%; median NPV = 94.2%, range = 85.6%-98.7%), but low for sensitivity (median sensitivity = 49.1%, range = 20.3%-77.1%) and positive predictive value (PPV; median PPV = 48.8%, range = 23.5%-69.6%). A test-retest procedure produced inconsistent and small improvements in classification accuracy, primarily in "not LD" decisions. Use of a mean score produced small improvements in classifications (mean improvement = 2.0%, range = 0.3%-2.8%). The modest gains in agreement do not justify the additional testing burdens associated with incorporating multiple tests of all constructs.

Designing Intervention Studies: Selected Populations, Range Restrictions, and Statistical Power.

An appropriate estimate of statistical power is critical for the design of intervention studies. Although the inclusion of a pretest covariate in the test of the primary outcome can increase statistical power, samples selected on the basis of pretest performance may demonstrate range restriction on the selection measure and other correlated measures. This can result in attenuated pretest-posttest correlations, reducing the variance explained by the pretest covariate. We investigated the implications of two potential range restriction scenarios: direct truncation on a selection measure and indirect range restriction on correlated measures. Empirical and simulated data indicated direct range restriction on the pretest covariate greatly reduced statistical power and necessitated sample size increases of 82%-155% (dependent on selection criteria) to achieve equivalent statistical power to parameters with unrestricted samples. However, measures demonstrating indirect range restriction required much smaller sample size increases (32%-71%) under equivalent scenarios. Additional analyses manipulated the correlations between measures and pretest-posttest correlations to guide planning experiments. Results highlight the need to differentiate between selection measures and potential covariates and to investigate range restriction as a factor impacting statistical power.

Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis.

We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, "What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?" Studies were located via literature searches, contact with researchers in the field, and review of references from the National Reading Panel Report. Eligible participant populations included at-risk elementary school children enrolled in the third grade or below. Effects were analyzed using a shifting unit of analysis approach within three statistical models: cognitive characteristics predicting growth curve slope (Model 1, mean r = .31), gain (Model 2, mean r = .21), or postintervention reading controlling for preintervention reading (Model 3, mean r = .15). Effects were homogeneous within each model when effects were aggregated within study. The small size of the effects calls into question the practical significance and utility of using cognitive characteristics for prediction of response when baseline reading is available.

Accommodative Gain in Relation to Perceived Target Clarity.

PURPOSE: The purpose of this study is to determine the relationship between target clarity and the magnitude of accommodative lag using the metric accommodative gain (AG). METHODS: Monocular accommodative responses were measured with Grand Seiko autorefraction using both proximal and minus lens techniques in 139 subjects aged 5 to 35 years. Subjects viewed a 1.5-mm letter at 13 discrete distances (range, 40 to 3.33 cm) for the proximal technique and fixed at 33 cm through minus lenses of increasing power for the lens technique. Subjects were instructed to keep the target clear and report when it blurred. The AG was calculated (accommodative response/accommodative demand) for the four greatest consecutive demands perceived clear (termed conditions 1 to 4) and the first demand perceived blurry (termed condition 5). RESULTS: Multivariate planned contrast, including age as a predictor, revealed that mean AG was significantly larger when the target was clear (range, 0.71 to 0.77 for conditions 1 to 4 across techniques) versus blurry (0.59 and 0.68 for condition 5 across techniques) (p < 0.001 for proximal and p < 0.036 for lens). Age was only a contributing factor for the proximal technique, with the youngest subjects having the largest decrease in AG when the target changed from clear to blurry (p = 0.017). CONCLUSIONS: These data suggest that across age and technique, the AG is relatively constant when the target is perceived clear but drops below approximately 70%, on average, once the target is perceived as blurry for subjects aged 5 to 35 years. The AG may be a useful metric to compare accommodative responses across a range of demands and to identify accommodative responses that may not be sufficient to perceive a clear target.

Postshunt lateral ventricular volume, white matter integrity, and intellectual outcomes in spina bifida and hydrocephalus.

OBJECT: No previous reports exist that have evaluated the relationships of white matter (WM) integrity with the number of shunt revisions, ventricular volume after shunting, and cognition in medically stable children who have spina bifida and hydrocephalus (SBH). The authors hypothesized that enlarged ventricles and a greater number of shunt revisions decrease WM integrity in children. METHODS: In total, 80 children (mean age 13.7 years) who had SBH underwent MRI and IQ testing. Probabilistic diffusion tractography was performed to determine mean diffusion tensor imaging (DTI) metrics along the frontal and parietal tectocortical pathways. The DTI metrics were evaluated for significant correlation with a composite IQ measure and with the total number of shunt revisions and the total lateral ventricular volume obtained through semiautomated parcellation of T1-weighted MRI scans. RESULTS: An enlargement in total lateral ventricle volume and an increase in the number of shunt revisions were both associated with higher fractional anisotropy (FA) and with lower radial diffusivity (RD) along both frontal and parietal tectocortical pathways. Children who had not undergone a shunt revision had on average a greater lateral ventricle volume and higher FA and lower RD along frontal and parietal pathways than those who had undergone multiple shunt revisions. The mean DTI metrics along parietal pathways predicted IQ scores, but intellectual ability was not significantly correlated with ventricular volume or with the number of lifetime shunt revisions. CONCLUSIONS: Significant changes in DTI metrics were observed as a function of ventricular volume. An increased lateral ventricle volume was associated with elevated FA and decreased RD. Given that the participants were medically stable at the time of the MRI examination, the results suggested that those who have enlarged ventricles show a DTI pattern consistent with axonal compression due to increased intracranial pressure (ICP) in attenuated hydrocephalus. Although limited by a cross-sectional design, the study's findings suggest that DTI metrics may serve as sensitive indicators for chronic, mild hydrocephalus in the absence of overt clinical symptoms due to increased ICP. Having enlarged ventricles and undergoing multiple shunt revisions did not affect intellectual ability in children with SBH.

Prospective and episodic memory in relation to hippocampal volume in adults with spina bifida myelomeningocele.

The present study examined prospective and episodic memory in relation to age, functional independence, and hippocampal volume in younger to middle-aged adults with spina bifida myelomeningocele (SBM) and typically developing (TD) adults. Prospective and episodic memory, as well as hippocampal volume, was reduced in adults with SBM relative to TD adults. Neither memory performance nor hippocampal volume showed greater decrements in older adults. Lower hippocampal volume was associated with reduced prospective memory in adults with SBM, and this relation was specific to the hippocampus and not to a contrast structure, the amygdala. Prospective memory mediated the relation between hippocampal volume and functional independence in adults with SBM. The results add to emerging evidence for reduced memory function in adults with SBM and provide quantitative evidence for compromised hippocampal macrostructure as a neural correlate of reduced memory in this population.

A Meta-Analysis of Interventions for Struggling Readers in Grades 4-12: 1980-2011.

This meta-analysis synthesizes the literature on interventions for struggling readers in Grades 4 through 12 published between 1980 and 2011. It updates Scammacca et al.'s analysis of studies published between 1980 and 2004. The combined corpus of 82 study-wise effect sizes was meta-analyzed to determine (a) the overall effectiveness of reading interventions studied over the past 30 years, (b) how the magnitude of the effect varies based on student, intervention, and research design characteristics, and (c) what differences in effectiveness exist between more recent interventions and older ones. The analysis yielded a mean effect of 0.49, considerably smaller than the 0.95 mean effect reported in 2007. The mean effect for standardized measures was 0.21, also much smaller than the 0.42 mean effect reported in 2007. The mean effects for reading comprehension measures were similarly diminished. Results indicated that the mean effects for the 1980-2004 and 2005-2011 groups of studies were different to a statistically significant degree. The decline in effect sizes over time is attributed at least in part to increased use of standardized measures, more rigorous and complex research designs, differences in participant characteristics, and improvements in the school's "business-as-usual" instruction that often serves as the comparison condition in intervention studies.

The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance.

We evaluated the technical adequacy of oral reading fluency (ORF) probes in which 1,472 middle school students with and without reading difficulties read fluency probes for 60 s versus reading the full passage. Results suggested that the reliability of 60-s probes (rs ≥ .75) was not substantively different than full passage probes (rs ≥ .77) among struggling readers and typically developing readers in Grades 6 to 8. The correlation of 60-s and the full passage probes with norm-referenced measures of ORF ranged from .32 to .83, and the correlation with norm-referenced measures of reading comprehension ranged from .32 to .54, indicating that both measures were moderately valid and adequate for use among middle school students. Last, full passage probes with sensitivity rates ranging from .40 to .45 were only slightly more sensitive for identifying at-risk readers than 60-s probes, with sensitivity rates ranging from .36 to .40, suggesting that the full passage probes identified a slightly higher percentage of at-risk students with reading difficulties.

AGREEMENT AND COVERAGE OF INDICATORS OF RESPONSE TO INTERVENTION: A MULTI-METHOD COMPARISON AND SIMULATION.

PURPOSE: Agreement across methods for identifying students as inadequate responders or as learning disabled is often poor. We report (1) an empirical examination of final status (post-intervention benchmarks) and dual-discrepancy growth methods based on growth during the intervention and final status for assessing response to intervention; and (2) a statistical simulation of psychometric issues that may explain low agreement. METHODS: After a Tier 2 intervention, final status benchmark criteria were used to identify 104 inadequate and 85 adequate responders to intervention, with comparisons of agreement and coverage for these methods and a dual-discrepancy method. Factors affecting agreement were investigated using computer simulation to manipulate reliability, the intercorrelation between measures, cut points, normative samples, and sample size. RESULTS: Identification of inadequate responders based on individual measures showed that single measures tended not to identify many members of the pool of 104 inadequate responders. Poor to fair levels of agreement for identifying inadequate responders were apparent between pairs of measures In the simulation, comparisons across two simulated measures generated indices of agreement (kappa) that were generally low because of multiple psychometric issues inherent in any test. CONCLUSIONS: Expecting excellent agreement between two correlated tests with even small amounts of unreliability may not be realistic. Assessing outcomes based on multiple measures, such as level of CBM performance and short norm-referenced assessments of fluency may improve the reliability of diagnostic decisions.

Anxiety and Response to Reading Intervention among First Grade Students.

BACKGROUND: For school-aged children with reading difficulties, an emerging and important area of investigation concerns determining predictors of intervention response. Previous studies have focused exclusively on cognitive and broadly defined behavioral variables. What has been missing, however, are studies examining anxiety, which is among the most commonly experienced difficulty for youth. OBJECTIVE: The present study examined anxiety among children classified as typically achieving or showing inadequate/adequate response following an intervention for reading problems. METHODS: Participants were 153 ethnically-diverse children (84 male, 69 female) evaluated in the winter and spring of their first-grade academic year. Children completed several standardized measures of reading achievement involving decoding and fluency along with a multidimensional anxiety rating scale. RESULTS: Repeated measures ANOVA revealed significant main effects for time and scale and significant interactions for time*scale and group*scale. Logistic regression examined whether anxiety predicted response to intervention (Y/N) at the end of the school-year. CONCLUSIONS: Results showed overall decreases in anxiety over time, with the exception of the harm avoidance area which increased and also interacted with group (children with decoding/fluency difficulties reported less harm avoidance than typically achieving children). The harm avoidance area was most pertinent across analyses highlighting the potential importance of targeting this area; however, none of the anxiety scales predicted response group at the end of the intervention. Ongoing research is needed in this area in order to identify characteristics of inadequate responders to reading intervention programs and/or inform interventions that incorporate these socioemotional factors.

Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons.

Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set.

The Flynn effect: a meta-analysis.

The Flynn effect refers to the observed rise in IQ scores over time, which results in norms obsolescence. Although the Flynn effect is widely accepted, most efforts to estimate it have relied upon "scorecard" approaches that make estimates of its magnitude and error of measurement controversial and prevent determination of factors that moderate the Flynn effect across different IQ tests. We conducted a meta-analysis to determine the magnitude of the Flynn effect with a higher degree of precision, to determine the error of measurement, and to assess the impact of several moderator variables on the mean effect size. Across 285 studies (N = 14,031) since 1951 with administrations of 2 intelligence tests with different normative bases, the meta-analytic mean was 2.31, 95% CI [1.99, 2.64], standard score points per decade. The mean effect size for 53 comparisons (N = 3,951, excluding 3 atypical studies that inflate the estimates) involving modern (since 1972) Stanford-Binet and Wechsler IQ tests (2.93, 95% CI [2.3, 3.5], IQ points per decade) was comparable to previous estimates of about 3 points per decade but was not consistent with the hypothesis that the Flynn effect is diminishing. For modern tests, study sample (larger increases for validation research samples vs. test standardization samples) and order of administration explained unique variance in the Flynn effect, but age and ability level were not significant moderators. These results supported previous estimates of the Flynn effect and its robustness across different age groups, measures, samples, and levels of performance.

Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification.

Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability and validity of two proposed PSW methods: the concordance/discordance method (C/DM) and cross battery assessment (XBA) method. Cognitive assessment data for 139 adolescents demonstrating inadequate response to intervention was utilized to empirically classify participants as meeting or not meeting PSW LD identification criteria using the two approaches, permitting an analysis of: (a) LD identification rates, (b) agreement between methods, and (c) external validity. LD identification rates varied between the 2 methods depending upon the cut point for low achievement, with low agreement for LD identification decisions. Comparisons of groups that met and did not meet LD identification criteria on external academic variables were largely null, raising questions of external validity. This study found low agreement and little evidence of validity for LD identification decisions based on PSW methods. An alternative may be to use multiple measures of academic achievement to guide intervention.

Subjective versus objective accommodative amplitude: preschool to presbyopia.

PURPOSE: This study compared subjective and objective accommodative amplitudes to characterize changes from preschool to presbyopia. METHODS: Monocular accommodative amplitude was measured with three techniques in random order (subjective push-up, objective minus lens stimulated, and objective proximal stimulated) on 236 subjects aged 3 to 64 years using a 1.5-mm letter. Subjective push-up amplitudes were the dioptric distance at which the target first blurred along a near-point rod. Objective minus lens stimulated amplitudes were the greatest accommodative response obtained by Grand Seiko autorefraction as subjects viewed the stimulus at 33 cm through increasing minus lens powers. Objective proximal stimulated amplitudes were the greatest accommodative response obtained by Grand Seiko autorefraction as subjects viewed the stimulus at increasing proximity from 40 cm up to 3.33 cm. RESULTS: In comparison with subjective push-up amplitudes, objective amplitudes were lower at all ages, with the most dramatic difference occurring in the 3- to 5-year group (subjective push-up, 16.00 ± 4.98 diopters [D] vs. objective proximal stimulated, 7.94 ± 2.37 D, and objective lens stimulated, 6.20 ± 1.99 D). Objective proximal and lens stimulated amplitudes were largest in the 6- to 10-year group (8.81 ± 1.24 D and 8.05 ± 1.82 D, respectively) and gradually decreased until the fourth decade of life when a rapid decline to presbyopia occurred. There was a significant linear relationship between objective techniques (y = 0.74 + 0.96x, R2 = 0.85, p < 0.001) with greater amplitudes measured for the proximal stimulated technique (mean difference, 0.55 D). CONCLUSIONS: Objective measurements of accommodation demonstrate that accommodative amplitude is substantially less than that measured by the subjective push-up technique, particularly in young children. These findings have important clinical implications for the management of uncorrected hyperopia.

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders.

Working memory and corpus callosum microstructural integrity after pediatric traumatic brain injury: a diffusion tensor tractography study.

Deficits in working memory (WM) are a common consequence of pediatric traumatic brain injury (TBI) and are believed to contribute to difficulties in a range of cognitive and academic domains. Reduced integrity of the corpus callosum (CC) after TBI may disrupt the connectivity between bilateral frontoparietal neural networks underlying WM. In the present investigation, diffusion tensor imaging (DTI) tractography of eight callosal subregions (CC1-CC8) was examined in relation to measures of verbal and visuospatial WM in 74 children sustaining TBI and 49 typically developing comparison children. Relative to the comparison group, children with TBI demonstrated poorer visuospatial WM, but comparable verbal WM. Microstructure of the CC was significantly compromised in brain-injured children, with lower fractional anisotropy (FA) and higher axial and radial diffusivity metrics in all callosal subregions. In both groups of children, lower FA and/or higher radial diffusivity in callosal subregions connecting anterior and posterior parietal cortical regions predicted poorer verbal WM, whereas higher radial diffusivity in callosal subregions connecting anterior and posterior parietal, as well as temporal, cortical regions predicted poorer visuospatial WM. DTI metrics, especially radial diffusivity, in predictive callosal subregions accounted for significant variance in WM over and above remaining callosal subregions. Reduced microstructural integrity of the CC, particularly in subregions connecting parietal and temporal cortices, may act as a neuropathological mechanism contributing to long-term WM deficits. The future clinical use of neuroanatomical biomarkers may allow for the early identification of children at highest risk for WM deficits and earlier provision of interventions for these children.

Treatment Effects for Older Struggling Readers: An Application of Moderated Mediation.

This study used multigroup structural equations to evaluate the possibility that a theory-driven, evidence-based, yearlong reading program for sixth-grade struggling readers moderates the interrelationships among elements of the simple model of reading (i.e., listening comprehension, word reading, and reading comprehension; Hoover & Gough, 1990). Our specific interest was in the relation of theory, program, and evaluation. Our motivating assumptions were that 1) a well-designed, theory-based program affects performance in predictable ways and that 2) treatment effects may be present even when group differences in posttest means are not robust. The analysis sample comprised 327 students, 113 in the business-as-usual condition and 214 in treatment. We pretested students in the fall of sixth grade and collected posttest data in the fall of seventh grade. There were 217 cases in the posttest sample, 47 comparison students and 170 treatment students at posttest. The findings support the possibility that treated sixth-grade students improved in response to an intensive, yearlong intervention, when conceptualizing change in terms of predictable interrelationships of important underlying skills, rather than in terms of group mean differences at posttest. Specifically, the results suggest that verbal knowledge is less proximal to the reading comprehension of students who have become proficient in the use of text processing and reading comprehension strategies.

Cognitive and behavioral attention in children with math difficulties.

Cognitive assessments and behavioral ratings of attention were used to examine the relation of inattention to math performance in children. Third grade students with math difficulties (MD; n = 17) and math and reading difficulties (MDRD; n = 35) were administered the Attentional Network Test (ANT), as well as achievement and intelligence measures. Strengths and Weaknesses of ADHD-Symptoms and Normal-Behavior-IV (SWAN-IV) Inattention ratings were collected from teachers. Two comparison groups were also recruited: a typically achieving group (n = 23) and a group that responded to a math-tutoring intervention (responders; n = 54). On the ANT, children with MD and MDRD did not perform significantly different than typically achieving children or responders on measures of alerting and orienting attention and executive control. All subgroups did demonstrate performance patterns that were expected on the ANT. However, performance across blocks of the task was inconsistent, suggesting poor reliability. There were no relations between ANT performance and SWAN-IV behavioral inattention scores, though behavioral ratings of inattention correlated significantly with math performance. Children with MD and MDRD may have more difficulty with distraction and attention to detail in contextual situations, as opposed to impulsive responding in these settings. The lack of relation between cognitive attention and math performance may suggest that either the ANT does not assess the relevant attention constructs associated with math difficulties or may parallel studies of attention deficit/hyperactivity disorder (ADHD) in which cognitive and behavioral assessments are weakly related.

Functional significance of atypical cortical organization in spina bifida myelomeningocele: relations of cortical thickness and gyrification with IQ and fine motor dexterity.

The cortex in spina bifida myelomeningocele (SBM) is atypically organized, but it is not known how specific features of atypical cortical organization promote or disrupt cognitive and motor function. Relations of deviant cortical thickness and gyrification with IQ and fine motor dexterity were investigated in 64 individuals with SBM and 26 typically developing (TD) individuals, aged 8-28 years. Cortical thickness and 3D local gyrification index (LGI) were quantified from 33 cortical regions per hemisphere using FreeSurfer. Results replicated previous findings, showing regions of higher and lower cortical thickness and LGI in SBM relative to the TD comparison individuals. Cortical thickness and LGI were negatively associated in most cortical regions, though less consistently in the TD group. Whereas cortical thickness and LGI tended to be negatively associated with IQ and fine motor outcomes in regions that were thicker or more gyrified in SBM, associations tended to be positive in regions that were thinner or less gyrified in SBM. The more deviant the levels of cortical thickness and LGI-whether higher or lower relative to the TD group-the more impaired the IQ and fine motor outcomes, suggesting that these cortical atypicalities in SBM are functionally maladaptive, rather than adaptive.