Examining reading diagnostic and intervention data-based decision-making among general educators, special educators, and school psychologists
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Despite over 20 years of research and efforts towards educational progress in the United States, reading scores have remained stable since 1998, with only a third of students score in the proficient or advanced range in the 2022 National Assessment of Educational Progress (NCES, 2019; NCES 2022a). To address this issue, many schools have adopted a response to intervention model (RTI) or a multitier system of support framework (MTSS) to provide early intervention and support for struggling students (Fuchs et al., 2010; Hoover, 2010; Stecker et al., 2008). These frameworks involve a series of assessments, interventions, and progress monitoring to ensure that students receive the appropriate support level. However, many educators are not well-equipped to use these frameworks effectively (Dunn et al., 2013; Jimerson & Wayman, 2015; Oslund et al., 2021; Spear-Swerling & Cheesman, 2012; Vujnovic et al., 2014). This study examined general and special educators’ and school psychologists’ decision-making when given diagnostic reading and progress monitoring data. Participants in study 1 and study 2 included 281 special and general education teachers and school psychologists across two training statuses (preservice and inservice). Study 1 examined the accuracy in which educators (general, special, and school psychologists within either training status) made intervention decisions across reading domains (i.e., phonemic awareness, phonics, fluency) when given diagnostic reading data. Results showed that educators were accurate roughly 39% of the time, with school psychologists significantly predicting accuracy (b= 0.678, t(277) = 4.829, p < .05). Among reading domains, Fluency was the most accurately identified target area (45.81%) and Phonemic Awareness and No Intervention being the least (37.23%). Training status was not a significant predictor of diagnostic decision-making accuracy. Study 2 examined educators progress monitoring decisions when provided with a visual aid and when not provided with a visual aid across varying growth conditions (i.e., Low Growth, Moderate Growth, Good Growth, and Variable Growth). Regardless of visual presentation or growth condition, participants were accurate roughly 37% of the time. School psychologists significantly predicted accuracy for total progress monitoring decisions, progress monitoring decisions presented with a graph, and when the rate of improvement (ROI) condition was Low Growth and Variable Growth. Training status was not a significant predictor of diagnostic decision-making accuracy. The results of these two studies were analyzed and their relevance was discussed in relation to previous research. The implications of these findings were also discussed in terms of their impact on future research, practice, and training of general education teachers, special education teachers, and school psychologists. The discussion emphasized the need for more research to evaluate current training procedures and expectations for first-year professionals to ensure that accurate intervention decisions are being made. Limitations of the current study and future directions to support educators are also discussed.
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Ph. D.