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The Critical Role of Word Reading as a Predictor of Response to Intervention
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In: J Learn Disabil (2019)
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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.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/31808721 https://doi.org/10.1177/0022219419891412 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7579842/
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A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills
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White Matter Microstructure Integrity in Relation to Reading Proficiency
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Effects From a Randomized Control Trial Comparing Researcher and School-Implemented Treatments With Fourth Graders With Significant Reading Difficulties
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Does IQ affect the functional brain network involved in pseudoword reading in students with reading disability? A magnetoencephalography study
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Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
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Reading skill components and impairments in middle school struggling readers
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Treatment Effects for Older Struggling Readers: An Application of Moderated Mediation
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Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades
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Time-constrained functional connectivity analysis of cortical networks underlying phonological decoding in typically developing school-aged children: A magnetoencephalography study
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Psychometric Properties of Maze Tasks in Middle School Students
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The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
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Cognitive Correlates of Inadequate Response to Reading Intervention
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Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach
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