Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School

Autor/inn/en	Miciak, Jeremy; Stuebing, Karla K.; Vaughn, Sharon; Roberts, Greg; Barth, Amy E.; Fletcher, Jack M.
Titel	Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School
Quelle	In: School Psychology Review, 43 (2014) 4, S.407-427 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR-13-0052.1
Schlagwörter	Intervention; Middle School Students; Comparative Analysis; Grade 6; Grade 7; Naming; Phonological Awareness; Thinking Skills; Decoding (Reading); Reading Fluency; Adolescents; Reading Comprehension; Reading Difficulties; Listening Comprehension; Multivariate Analysis; Intelligence Tests; Response to Intervention; Reading Achievement; Standardized Tests; Achievement Tests; Texas; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Denkfähigkeit; Dekodierung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseverstehen; Reading difficulty; Leseschwierigkeit; Hörverständnis; Multivariate Analyse; Intelligence test; Intelligenztest; Leseleistung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01