Understanding Unresponsiveness to Tier 2 Reading Intervention: Exploring the Classification and Profiles of Adequate and Inadequate Responders in First Grade

Autor/inn/en	Toste, Jessica R.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Gilbert, Jennifer K.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette D.
Titel	Understanding Unresponsiveness to Tier 2 Reading Intervention: Exploring the Classification and Profiles of Adequate and Inadequate Responders in First Grade
Quelle	In: Learning Disability Quarterly, 37 (2014) 4, S.192-203 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713518336
Schlagwörter	Profiles; Grade 1; Intervention; Reading Programs; Evaluation Criteria; Weighted Scores; Standardized Tests; Word Study Skills; Decoding (Reading); Sight Method; Reading Comprehension; Reading Fluency; Response to Intervention; Early Reading; Participant Characteristics; Disability Identification; Classification; Phonemic Awareness; Listening Comprehension; Naming; Nonverbal Ability; Problem Solving; Attention; Cognitive Ability; Academic Ability; Tennessee; Woodcock Diagnostic Reading Battery; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; School year 01; 1. Schuljahr; Schuljahr 01; Standadised tests; Standardisierter Test; Wortschatzanalyse; Dekodierung; Look-and-say method; Ganzheitsmethode; Leseverstehen; Frühlesen; Classification system; Klassifikation; Klassifikationssystem; Hörverständnis; Problemlösen; Aufmerksamkeit; Denkfähigkeit
Abstract	The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two different methods: (a) reading composite with weighted standardized scores for untimed word identification and word attack, timed sight word reading and decoding, and reading comprehension at the end of first grade (n = 23; 18.4%), and (b) local norms on first grade word identification fluency (WIF; n = 31; 24.8%). Repeated measures ANOVAs were used to assess the difference between responders and nonresponders on four separate profiles (i.e., academic and cognitive profiles, with groups identified using reading composite and WIF criteria for unresponsiveness). Significant level effects were found using the first-grade reading composite and the WIF criteria, indicating that the groups differ from one another across domains. Interestingly, there were only significant shape effects found when using the WIF criteria, suggesting relative strengths and weaknesses distinguish the groups. These findings suggest potentially important considerations related to identification and placement of students in appropriately intensive and targeted interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10