Executive Functions and Response to Intervention: Identification of Students Struggling with Reading Comprehension

Autor/inn/en	Miciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon
Titel	Executive Functions and Response to Intervention: Identification of Students Struggling with Reading Comprehension
Quelle	In: Learning Disability Quarterly, 42 (2019) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948717749935
Schlagwörter	Executive Function; Response to Intervention; Identification; Reading Difficulties; Reading Comprehension; Predictor Variables; Elementary School Students; Reading Tests; Diagnostic Tests; Pretests Posttests; Gates MacGinitie Reading Tests; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Reading difficulty; Leseschwierigkeit; Leseverstehen; Prädiktor; Lesetest; Diagnostic test; Diagnostischer Test
Abstract	Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine whether EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01