Evidence-based practice, response to intervention, and the prevention of reading difficulties

Language, Speech, and Hearing Services in Schools

Volumn 37, Issue 4, 2006, Pages 284-297

  Justice, Laura M ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Early literacy; Educational services; Emergent literacy; Reading disability; Response to intervention

Indexed keywords

AWARENESS; CHILD; DYSLEXIA; EDUCATIONAL STATUS; EVIDENCE BASED MEDICINE; HUMAN; METHODOLOGY; PHONETICS; REVIEW; SPEECH DISORDER; TREATMENT OUTCOME;

AWARENESS; CHILD; DYSLEXIA; EDUCATIONAL STATUS; EVIDENCE-BASED MEDICINE; HUMANS; PHONETICS; SPEECH-LANGUAGE PATHOLOGY; TREATMENT OUTCOME;

EID: 33750875533     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2006/033)     Document Type: Review

References (76)

1. Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470-487.
2. Baker, S., & Smith, S. (2001). Linking school assessments to researchbased practices in beginning reading: Improving programs and outcomes for students with and without disabilities. Teacher Education and Special Education, 24, 315-332.
3. Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
4. Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (FCRR Technical Report No. 1). Tallahassee: Florida Center for Reading Research.
5. Carroll, J. M., Snowling, M. J., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in pre-school children. Developmental Psychology. 39. 913-923.
6. Catts, H. W. (2005, July). Early identification of reading disabilities. Symposium to the Special Topic Conference (Advances in Reading and Literacy) of the International Dyslexia Association, Washington, DC.
7. Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairment. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.
8. Compton, D. (2000). Modeling the response of normally achieving and at-risk first grade children to word reading instruction. Annals of Dyslexia, 50. 53-86.
9. Cunningham, A., Perry, K. E., Stanovich, K. E., & Stanovich, P. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54, 139-167.
10. Dickinson, D. K., & Sprague, K. (2002). The nature and impact of early childhood care environments on the language and early literacy development of children from low-income families. In S. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy (pp. 263-292). New York: Guilford.
11. Fletcher, J. M., Coulter, W. A., Reschly, D., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54, 304-331.
12. Foorman, B. R. (2003). Preventing and remediating reading difficulties: Bringing science to scale. Baltimore: York Press.
13. Foorman, B. R., Goldenberg, C., Carlson, C. D., Saunders, W. M., & Pollard-Durodola, S. D. (2004). How teachers allocate time during literacy instruction in primary-grade English language learner classrooms. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 289-328). Baltimore, MD: Brookes.
14. Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N. J., & Braun, M. (2002). Exploring the importance of reading programs for kindergarteners with disabilities in mainstream classrooms. Exceptional Children, 68, 295-311.
15. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities, 18, 157-171.
16. Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18, 172-186.
17. Gallagher, A., Frith, U., & Snowling, M. J. (2000). Precursors of literacy delay among children at genetic risk for dyslexia. Journal of Child Psychology and Psychiatry, 41, 203-213.
18. Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 3, 126-141.
19. Gillon, G., & Dodd, B. (1995). The effects of training phonological, semantic, and syntactic processing skills in spoken language on reading ability. Language, Speech, and Hearing Services in Schools, 26, 58-68.
20. Girolametto, L., Weitzman, E., & Greenberg, J. (2000). Teacher Interaction and Language Rating Scale. Toronto, ON: The Hanen Centre.
21. Good, R. H., & Kaminski, R. A. (1996). Assessment for instructional decisions: Toward a proactive/prevention model of decision-making for early literacy skills. School Psychology Quarterly, 11, 326-336.
22. Graue, E., Clements, M. A., Reynolds, A. J., & Niles, M. D. (2004). More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers. Education Policy Analysis Archives, 12(72), Retrieved August 9, 2005, from http://epaa.asu.edu/epaa/v12n72/
23. Hammlll, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453-468.
24. Harms, T., Clifford, R. M., & Cryer, D. (2005). Early Childhood Environmental Rating Scale: Revised edition. New York: Teachers College Press.
25. Hoffman, J., Sailors, M., Duffy, G. R., & Beretvas, S. (2004). The effective elementary classroom literacy environment: Examining the validity of the TEX-IN3 observation system. Journal of Literacy Research, 36(3), 303-334.
26. Invernizzi, M. A., Meier, J., & Sullivan, A. (2002). Phonological Awareness and Literacy Screening: PreK. Charlottesville: University of Virginia.
27. Invernizzi, M. A., Meier, J., Swank, L., & Juel, C. (2004). Phonological Awareness Literacy Screening. Charlottesville: University of Virginia.
28. Juel, C. (1988). Learning to read and write in one elementary school: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
29. Justice, L. M., Bowles, R., & Sklbbe, L. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3- to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37, 1-12.
30. Justice, L. M., Chow, S. M., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology, 12, 320-332.
31. Justice, L. M., & Dunaway, C. (2005, October). Integrating literacy into language interventions for English language learners. Perspectives on School-Based Issues, 6, 1-3.
32. Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year old children. Child Language Teaching and Therapy, 17, 207-225.
33. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29.
34. Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201-211.
35. Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: Findings from an intervention with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36, 17-32.
36. Justice, L. M., & Skibbe, L. (2005, November). Explicit literacy instruction during book reading: Impact on preschoolers with SLI. Presentation to the American Speech-Language-Hearing Association Annual Convention, San Diego, CA.
37. Kaderavek, J., & Justice, L. M. (2004). Embedded-explicit emergent literacy II: Goal selection and implementation in the early childhood classroom. Language, Speech, and Hearing Services in Schools, 25, 212-228.
38. Kame'enui, E. J., Simmons, D. C., & Coyne, M. D. (2000). Schools as host environments: Toward a schoolwide reading improvement model. Annals of Dyslexia, 50, 33-51.
39. Kaminski, R. A., & Good, R. H. (1998). Assessing early literacy skills in a problem-solving model: Dynamic indicators of basic early literacy skills. In M. S. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 113-142). New York: Guilford.
40. La Paro, K. M., Planta, R. C., & Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the prekindergarten year. The Elementary School Journal, 104, 409-426.
41. Lonigan, C. J. (2004, October). Development and promotion of emergent literacy: An evidence-based perspective. Presentation to the Early Literacy Development Conference, Niagara Falls, Canada.
42. Masonheimer, P., Drum, P., & Ehri, L. (1984). Does environmental print identification lead children into word reading? Journal of Reading Behavior. 1, 257-271.
43. McGill-Franzen, A., Lanford, C., & Adams, E. (2002). Learning to be literate: A comparison of five urban early childhood programs. Journal of Educational Psychology. 94, 443-464.
44. McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71, 445-463.
45. Missall, K. N., & McConnell, S. R. (2004). Psychometric characteristics of individual growth and development indicators; Picture naming, rhyming, and alliteration. St. Paul: University of Minnesota. Center for Early Education and Development.
46. Morris, D., Bloodgood, J. W., Lomax, R. G., & Perney, J. (2003). Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly. 38. 302-328.
47. Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J, (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665-681.
48. National Assessment of Education Progress. (2003). The nation's report card. Retrieved October 10. 2004. from http://nces.ed.gov/ nationsreportcard/
49. National Joint Committee on Learning Disabilities. (1941). Learning disabilities: Issues on definition. Asha, 33(Suppl. 5). 18-20.
50. National Reading Panel. (2000). Teaching children to read: An evidencebased assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. National Institute for Literacy.
51. National Research Center on Learning Disabilities. (2003). Executive summary of the NRCLD Symposium on Responsiveness to Intervention. Kansas City, MO: Author.
52. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425. (2002).
53. Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 237-257.
54. Reid, D. K., Hresko, W. P., & Hammill, D. D. (1991). Test of Early Reading Ability (2nd ed.). Austin, TX: Pro-Ed.
55. Scarborough, H. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97 -110). New York: Guilford.
56. Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96. 265-282.
57. Schatsehneider, C., Francis, D. J., Foorman, B. R., Fletcher, J. M., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, 439-449.
58. Schuele, C. M. (2004). The impact of developmental speech and language impairments on the acquisition of literacy skills. Mental Retardation and Developmental Disabilities Research Reviews, 10, 176-183.
59. Schuele, C. M., Justice, L. M., Knighton, L., Kingery, B., & Lee, M. (2005). Field-based evaluation of two-tiered instruction for enhancing kindergarten phonological awareness. Manuscript in review.
60. Shaywitz, S., Escobar, M., Shaywitz, B., Fletcher, J., & Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. The New England Journal of Medicine, 326(3), 145-150.
61. Smith, M. W., & Dickinson, D. K. (1994). Describing oral language opportunities and environments in Head Start and other preschool classrooms. Early Childhood Research Quarterly, 9, 345 -366.
62. Smith, M. W., & Dickinson, D. K. (2002). Early Literacy and Language Classroom Observation-Research edition. Baltimore: Brookes.
63. Speece, D. L., Case, L. P., & Molloy, D. W. (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Research & Practice, 18, 147-156.
64. Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular instructional decisions. Washington, DC: The Partnership for Reading.
65. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
66. Throneburg, R. N., Calvert, L. K., Sturm, J. J., Paramboukas, A. A., & Paul, P. J. (2000). A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9, 10-20.
67. Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilitiea Research and Practice, 15, 55-64.
68. U.S. Department of Education. (2005). Evaluation procedures. Federal Register, 70. 35800-35803.
69. Vaughn, S., & Linan-Thompson, S. (2003). Group size and time allocated to intervention: Effects for students with reading difficulties. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 299-324). Baltimore: York Press.
70. Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children. 69, 391-409.
71. Vellutlno, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., et al. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology. 88, 601-638.
72. Vellutino, F. R., Scanlon, D. M., Small, S. G., & Fanuele, D. (2003, December). Response to intervention as a vehicle for distinguishing between reading disabled and non-reading disabled children: Evidence tor the role of kindergarten and first grade intervention. Paper presented at the National Research Center on Learning Disabilities Responsivenessto-lntervention Symposium, Kansas City. MO.
73. Walpole, S., Chow, S. M., & Justice, L. M. (2004). Literacy achievements during kindergarten: Examining key contributors in an at-risk sample. Early Education and Development, 15, 245-264.
74. Walpole, S., Justice, L. M., & Invernizzi, M. A. (2004). Case study of an exemplary elementary school: Research to practice through curricular reform. Reading and Writing Quarterly, 20(3), 261-283.
75. Wilcox, M. J., Kourl, T. A., & Caswell, S. B. (1991). Early language intervention: A comparison of classroom and individual treatment, American Journal of Speech-Language Pathology, 1, 49-60.
76. Wolfersberger, M. E., Reutzel, R., Sudweeks, R., & Fawson, P. (2004). Developing and validating the Classroom Literacy Environmental Profile (CLEP): A tool for examining the "print richness" of early childhood and elementary classrooms. Journal of Literacy Research, 36. 211-272.