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The total number of assessments utilized to produce the Hasbrouck and Tindal norms was 6,663,423. The breakdown of these assessments by grade, time of year, and source is shown in the table below, drawn directly from the Hasbrouck and Tindal technical report (2017, p. 9).
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Reading Assistant’s National Norms for Dyslexia Risk
Reading Assistant’s national norms for Dyslexia Risk are derived from a large sample of students who have taken the Reading Assistant’s Benchmark Screener for the last two years. As shown below, the sample to generate Dyslexia Risk norming encompasses students from between 127 and 276 distinct school districts. All students in the sample completed the Benchmark Screener and received a score.
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Grade | Assessments | Students | Districts |
|---|---|---|---|
K | 25,991 | 17,673 | 127 |
1 | 66,827 | 36,031 | 268 |
2 | 72,535 | 39,038 | 276 |
3 | 57,315 | 30,854 | 240 |
4 | 24,121 | 14,682 | 156 |
5 | 21,081 | 13,774 | 131 |
Total | 267,870 | 152,052 | 340 |
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The Dyslexia Risk Indicator (DRI) cutlines are based on long-standing research conducted by the University of Texas Health Science Center, the largest medical center in the world. The norms inform the underlying statistics that establish the generation of a student’s DRI. However, the DRI is, in large measure, a criterion-based measure. So, norming only influences but does not dictate the basis for the Reading Assistant Dyslexia Risk categorization and index calculation.
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