Abstract
The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students ( N = 105) identified as at risk who were participating in a full-year Tier 2 reading intervention program. Students with very strong initial curriculum mastery ( n = 9) were identified as having possible false positive risk classifications and returned to general classroom Tier 1 instruction. Very strong responders who were exited from intervention (i.e., exited strong responders) scored above the risk range across multiple reading measures at the end of the year and performed similarly to a historical comparison cohort who remained in intervention services for the entire year (i.e., treated strong responders). Results suggest that kindergarten students with false positive risk classifications can be identified after a period of intervention services and successfully returned to general classroom instruction.
Published Version
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