Which limitation is commonly associated with screening measures?

Screening measures are designed to quickly assess the skills of students to identify those who may need additional support or intervention. However, one common limitation associated with these measures is their potential for imprecision, which can lead to false positives. A false positive occurs when a screening indicates that a student is at risk of reading difficulties when they are not.

This imprecision can stem from various factors, including the nature of the screening tool itself, the criteria set for measuring risk, and the skills being assessed. As a result, some students may be incorrectly flagged for intervention, which can lead to unnecessary anxiety or stigma, as well as misallocation of resources meant to help those who actually need it.

Understanding this limitation is crucial for educators, as it emphasizes the need for further assessment to confirm any findings indicated by preliminary screening measures. By being aware of the potential for false positives, teachers can ensure they are making more informed decisions regarding interventions and support for their students.