The study collects concurrent validity evidence on the IRLA framework as a potential RTI screening tool¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly

Subclaims¶

q2 i? The study sought concurrent validity evidence for the Independent Reading Level Assessment framework as a screening tool within the RTI framework. → Beth Tarasawa 2016

Evidence¶

Beth Tarasawa 2016¶

Beth Tarasawa, Nicole Ralston, Jacqueline Waggoner, Amy Jackson. (2016). Concurrent validity of the independent reading level assessment framework and a state assessment. Journal of At-Risk Issues, 19(2), 1–8. https://www.nwea.org/research/publication/concurrent-validity-of-the-independent-reading-level-assessment-framework-and-a-state-assessment/

q2 · i? · associational · r?

The article's abstract states the study's purpose: examining screening assessments within RTI and collecting "concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework." No effect sizes are printed in the available text.

"This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework."

Discussion¶

Related Claims¶

• The authors argue the IRLA may help bridge screening and intensive, systematic instruction — possibly the same claim (merge candidate)
• Validity evidence for the IRLA is disaggregated across grade, program, and race/ethnicity — related
• Compressed content, grade retention, and enhanced Response to Intervention show less evidence of substantially shifting outcomes for struggling students, and some carry potential adverse long-term consequences — related
• MAP Growth state-test correlations exceed 0.8 for most Grade 3-8 concurrent indices, with mathematics correlations higher than reading — related
• End-of-Grade-1 oral reading fluency status predicts later reading comprehension better than growth slope, though slope added to first-grade screening accuracy in one study — related
• Concurrent validity evidence is sparse: only 11 assessments and one screener aligned with other validated measurement tools — related