Universal screening in kindergarten: Validity and classification accuracy of Istation's Indicators of Progress-Early Reading.

Universal screening in reading is a common, and often required, practice in early elementary school. Computer-adaptive screening tools, such as (ISIP-ER), are often chosen for this purpose in schools. In our present study, we examine the validity evidence between the ISIP-ER in kindergarten and third grade (STAAR) reading scores, the classification accuracy of ISIP-ER to predict which students will meet STAAR reading expectations, and a cut score to maximize classification accuracy for the local context.

Exploring the Machine Learning Paradigm in Determining Risk for Reading Disability.

Purpose: Researchers have developed a constellation model of decoding-related reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation model framework.

Insights into Dyslexia Genetics Research from the Last Two Decades.

Dyslexia, a specific reading disability, is a common (up to 10% of children) and highly heritable (~70%) neurodevelopmental disorder. Behavioral and molecular genetic approaches are aimed towards dissecting its significant genetic component. In the proposed review, we will summarize advances in twin and molecular genetic research from the past 20 years.

No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis.

Research on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups with and without dyslexia. Twenty studies were included ( = 770 individuals with dyslexia, = 1,671 controls).