This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams’ (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension, math computation, and math problem solving) and two cognitive ability index scores (i.e., crystallized ability, working memory) predicted MDT-determined SLD, explaining 81% of the variance. The inclusion of academic achievement and cognitive ability index scores predicted MDT-determined SLD with 90% accuracy; cognitive ability index scores only increased specificity (sensitivity = 95%; specificity = 79%). RtI slope did not predict MDT-determined SLD, which was a required component of the evaluation.

中文翻译：

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RtI 方法中的特定学习障碍识别：认知能力的测量是否重要？

本研究在考虑 RtI 斜率和常模参考成就分数后，检验了认知能力指数分数在多大程度上预测了干预反应 (RtI) 方法中多学科团队 (MDT) 的 SLD 识别。结果表明，四个成绩综合分数（即基础阅读、阅读理解、数学计算和数学问题解决）和两个认知能力指数分数（即结晶能力、工作记忆）预测了 MDT 确定的 SLD，解释了 81% 的方差。包含学业成绩和认知能力指数分数预测 MDT 确定的 SLD 的准确性为 90%；认知能力指数得分仅增加了特异性（敏感性 = 95%；特异性 = 79%）。RtI 斜率不能预测 MDT 确定的 SLD，这是评估的必要组成部分。