Predicting Poor Readers' Response to a Multi-Component Reading Comprehension Intervention

Autor/in	Hendricks, Emma Lu
Titel	Predicting Poor Readers' Response to a Multi-Component Reading Comprehension Intervention
Quelle	(2019), (58 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Vanderbilt University
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0883-1697-9
Schlagwörter	Hochschulschrift; Dissertation; Predictor Variables; Reading Programs; Program Effectiveness; Intervention; Reading Difficulties; Grade 4; Grade 5; Expressive Language; Nonverbal Ability; Attention; Reading Comprehension; Responses + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prädiktor; Reading difficulty; Leseschwierigkeit; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Aufmerksamkeit; Leseverstehen
Abstract	This study's primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5. Additional study aims were to explore (a) the utility of various methods (e.g., "growth" versus "final status") and measures (e.g., "near-transfer" versus "far-transfer") in operationalizing response; and (b) whether these various methods and measures identified similar or dissimilar groups of children. Logistic regression analyses were used to investigate the predictors of response for each combination of methods and outcome measures. Findings indicated that students with higher pre-treatment scores on expressive vocabulary, non-verbal IQ, teacher ratings of attention, and reading comprehension measures were more likely to be classified as responsive with final status methods. Conversely, students with lower pre-treatment reading comprehension scores were more likely to be identified as responsive using growth methods. Implications of these and other findings will be discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01