The secondary dependent variable consisted of
standard scores based upon the log-transformed solitaire scores subjects obtained in each set of four games, including bonus points where applicable.
In addition, a sobering finding from longitudinal research is that when interventions have stopped at the end of first grade, students'
standard scores slid such that by the end of third grade, nearly a third of students read below the 30th percentile (Vellutino et al., 2008) or worse (60% and 46% of students who received Tier 2 and Tier 3, respectively; Gilbert et al., 2013).
For the word identification subtest, all five students made positive gains in all measures (i.e., raw scores,
standard scores, and actual age equivalent).
Additional descriptive analyses were conducted for students who scored at or below the
standard score of 96 on at least one of the four components (see Table 6).
Achievement test
standard scores were more likely to change between time 1 and time 2 than self-perceived competence scores.
Sensitivity refers to the True Positive Rate (TPR) as a measure of how well a model detects abnormal users, based on a certain
standard score. Specificity is represented by 1-FPR (False Positive Rate), which is a numerical value of whether the model selects a normal user among the normal users.
The raw score was converted to a norm-referenced
standard score. Internal consistencies (Cronbach's alpha) computed with our sample's first cohort were .98 at pretest and .96 at posttest.
(1) In the present study, although the ADHD rating scale was significantly correlated with the
standard score in BOT-2 (Spearman's P=-0.55, P=0.03), it was not significantly correlated with the descriptive category.
Furthermore, there were no cases with a
standard score on the dimension positive impression equal to or greater than 130, Minimum = 63, Maximum = 118, M = 90.69, SD = 11.46.
Working memory was modeled as a latent variable indicated by verbal and visuo-spatial working memory
standard scores. Intelligence was an observed variable (Matrix Reasoning
standard score).
Understanding of preacademic concepts was within the "average-high average" range for both LT (
standard score: 109) and NL (
standard score: 113) participants.
Only the
standard score on the medical-surgical posttest suggested that there was no statistically significant difference (p = .08) between the two groups; the STRIPES group mean was higher than the Traditional group mean.
