The Critical Role of Word Reading as a Predictor of Response to Intervention

Autor/inn/en	Vaughn, Sharon; Capin, Philip; Scammacca, Nancy; Roberts, Greg; Cirino, Paul; Fletcher, Jack M.
Titel	The Critical Role of Word Reading as a Predictor of Response to Intervention
Quelle	In: Journal of Learning Disabilities, 53 (2020) 6, S.415-427 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Capin, Philip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219419891412
Schlagwörter	Response to Intervention; Predictor Variables; Reading Comprehension; Reading Difficulties; Elementary School Students; Grade 4; Children; Sight Vocabulary; Small Group Instruction; Reading Instruction; Reading Tests; Achievement Tests; Intelligence Tests; Pretesting; Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Prädiktor; Leseverstehen; Reading difficulty; Leseschwierigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Child; Kind; Kinder; Leseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Vortest
Abstract	This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties (N = 481) were classified into three clusters of word reading proficiency based on their pretest performance: (a) very low, (b) low, and (c) near adequate. We examined their performance on several academic, language, and executive functioning measures at the beginning of the year and their reading comprehension performance at the beginning of year and after 1 year of reading intervention to examine how each cluster responded to instruction. Results from a discriminant function analysis indicated that performance on five pretest variables were meaningful predictors of word reading proficiency cluster membership: phonological processing, writing fluency, math calculation, math fluency, and reading efficiency and comprehension. Results also demonstrated that word reading proficiency at pretest was related to response to intervention on reading comprehension measures. Students in the very low word reading proficiency cluster showed minimal response to intervention whereas the near-adequate word reading cluster demonstrated greatest response to intervention. These results suggest word reading is a critical predictor of response to intervention for students with significant comprehension problems in the upper elementary grades and that students with the most substantial word reading problems may require more intensive and specialized treatments than students with greater word reading performance to show meaningful progress in reading. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01