Relationship between pre-intervention data and post-intervention reading fluency and growth: A meta-analysis of assessment data for individual students

Psychology in the Schools

Volumn 49, Issue 4, 2012, Pages 385-398

  Scholin, Sarah E ^a   Burns, Matthew K ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84858290788     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.21599     Document Type: Article

References (84)

1. References marked with an asterisk indicate studies included in the meta-analysis.
2. Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2002). Levels of thinking required by comprehension questions in informal reading inventories. The Reading Teacher, 56, 174-180.
3. Beaver, J. M., & Carter, M. A. (2003). Developmental reading assessment (2nd ed.). Parsippany, NJ: Pearson Education.
4. Begeny, J., Daly, E. J. III., & Valleley, R. (2006). Improving oral reading fluency through response opportunities: A comparison of phrase drill error correction with repeated readings. Journal of Behavioral Education, 15, 229-235.
5. Bonfiglio, C. M., Daly, E. J. III, Martens, B. K., Lin, L. R., & Corsaut, S. (2004). An experimental analysis of reading interventions: Generalization across instructional strategies, time, and passages. Journal of Applied Behavior Analysis, 37, 111-114.
6. Burns, M. K. (2002). Comprehensive system of assessment to intervention using curriculum-based assessments. Intervention in School and Clinic, 38, 8-13.
7. Burns, M. K. (2003). Test review of the Basic Reading Inventory (8th edition). In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), Fifteenth mental measurements yearbook (pp. 101-103). Lincoln, NE: Buros Institute.
8. Burns, M. K. (2007). Reading at the instructional level with children identified as learning disabled: Potential implications for response-to-intervention. School Psychology Quarterly, 22, 297-313.
9. Burns, M. K., Dean, V. J., & Foley, S. (2004). Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled. Journal of School Psychology, 42, 303-314.
10. Burns, M. K., & Senesac, B. K. (2005). Comparison of dual discrepancy criteria for diagnosis of unresponsiveness to intervention. Journal of School Psychology, 43, 393-406.
11. Burns, M. K., Tucker, J. A., Hauser, A., Thelen, R., Holmes, K., & White, K. (2002). Minimum reading fluency rate necessary for comprehension: A potential criterion for curriculum-based assessments. Assessment for Effective Intervention, 28, 1-7.
12. Burns, M. K., & Ysseldyke, J. E. (2005). Questions about response-to-intervention implementation: Seeking answers from existing models. The California School Psychologist, 10, 9-20.
13. Chard, D., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386-406.
14. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
15. Daly, E., Bonfiglio, C., Matton, T., Persampieri, M., & Foreman-Yates, K. (2005). Experimental analysis of academic skills deficits: An investigation of variables that affect generalized oral reading performance. Journal of Applied Behavior Analysis, 38, 485-497.
16. Daly, E., & Martins, B. (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of Applied Behavior Analysis, 27, 459-469.
17. Daly, E. J. III, Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554-574.
18. Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive processes: The PASS theory of intelligence. Boston: Allyn and Bacon.
19. Daniel, M. (2010). Reliability of AIMSweb Reading Curriculum-Based Measurement. Retrieved March 23, 2011, from
20. Deno, S. L., Fuchs, L. S., Marston, D. B., & Shin, J. (2001). Using curriculum-based measurement to develop growth standards for students with learning disabilities. School Psychology Review, 30, 507-524.
21. Dowrick, P., Kim-Rupnow, W.S., & Power, T. (2006). Video feed forward for reading. The Journal of Special Education, 39, 194-207.
22. Evans, J., Floyd, R., McGrew, K., & Leforgee, M. (2002). The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence. School Psychology Review, 31, 246-262.
23. Fiorello, C., Hale, J., & Snyder, L. (2006). Cognitive hypothesis testing and response to intervention for children with reading problems. Psychology in the Schools, 43, 835-853.
24. Floyd, R., Evans, J., & McGrew, K. (2003). Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psychology in the Schools, 40, 155-171.
25. Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities: Research & Practice, 18, 172-186.
26. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Comprehensive reading assessment battery. Journal of Educational Research, 83, 103-111.
27. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (2007). Using curriculum-based measurement to inform reading instruction. Reading and Writing, 20, 553-567.
28. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Hamlett, C. L. (2003). The potential for diagnostic analysis within curriculum-based measurement. Assessment for Effective Intervention, 28, (3-4), 13-22.
29. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
30. Gibbons, J. D. (1993). Nonparametric statistics: An introduction. Newbury Park, CA: Sage Publications.
31. Gickling, E. E., & Armstrong, D. L. (1978). Levels of instructional difficulty as related to on-task behavior, task completion, and comprehension. Journal of Learning Disabilities, 11, 559-566.
32. Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley & L. Danielson (Eds.), Identification of learning disabilities: Research to practice. The LEA series on special education and disability (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum.
33. Gresham, F.M., Gansle, K.A., & Noell, G.H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257-263.
34. Gresham, F. M., Reschly, D. J., Tilly, W. D., Fletcher, J., Burns, M. K., Christ, T., et al. (2004). Comprehensive evaluation of learning disabilities: A response to intervention perspective. Communiqué, 33(4), 34-35.
35. Hale, J., Fiorello, C., Bertin, M., & Sherman, R. (2003). Predicting math achievement through neuropsychological interpretation of WISC-III variance components. Journal of Psychoeducational Assessment, 21, 358-380.
36. Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A., (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753-770.
37. Hasbrouck, J. E., & Tindal, G. (2005). Oral reading fluency: 90 years of measurement (Tech. Rep. No. 33). Eugene: University of Oregon, College of Education, Behavioral Research and Teaching.
38. Jenkins, J. (2003, December). Candidate measures for screening at-risk students. Paper presented at the Responsiveness-to-Intervention Symposium of the National Research Center on Learning Disabilities, Kansas City, MO.
39. Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719-729.
40. Kavale, K. A., & Forness, S. R. (2000). Policy decisions in special education: The role of meta-analysis. In R. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary special education research: Syntheses of knowledge base on critical instructional issues (pp. 281-326). Mahwah, NJ: Lawrence Erlbaum.
41. Kourea, L., Cartledge, G., & Musti-Rao, S. (2007). Improving the reading skills of urban elementary students through total class peer tutoring. Remedial and Special Education, 28, 95-107.
42. Kratochwill, T. R., Clements, M. A., & Kalymon, K. M. (2007). Response to intervention: Conceptual and methodological issues in implementation. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention New York: Springer.
43. Kurns, S., & Tilly, W. D. (2008). Response to intervention blueprints: School building level edition. Alexandria, VA: National Association of State Directors of Special Education.
44. Lionetti, T. M., & Cole, C. L. (2004). A comparison of the effects of two rates of listening while reading on oral reading fluency and reading comprehension. Education and Treatment of Children, 27, 114-129.
45. Marston, D. B. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why do it. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 18-78). New York: Guilford Press.
46. Mathes, P. &, Fuchs, L. (1993). Peer-mediated reading instruction in special education resource rooms. Learning Disabilities Research and Practice, 8, 233-343.
47. McCormick, C., & Samuels, S. J. (1979). Word recognition by second graders: The unit of perception and interrelationships among accuracy, latency, and comprehension. Journal of Reading Behavior, 11, 107-118.
48. Morris, M. V. (2002). Improving oral reading proficiency via self-modeling and self-monitoring. Dissertation Abstracts International Section A: Humanities and Social Sciences, 62 (11-A), 3692.
49. Murphy, K. R., & Davidshofer, C. O. (2005). Psychological testing principles and applications (6th ed.). Upper Saddle River, NJ: Prentice Hall.
50. Naglieri, J., & Bornstein, B. (2003). Intelligence and achievement: Just how correlated are they? Journal of Psychoeducational Assessment, 21, 244-260.
51. Naglieri, J., De Lauder, B.Y., Goldstein, S., & Schwebech, A. (2006). WISC-III and CAS: Which correlates higher with achievement for a clinical sample? School Psychology Quarterly, 21, 62-76.
52. Noell, G. H., Gresham, F. M., & Gansle, K. A. (2002). Does treatment integrity matter? A preliminary investigation of instructional implementation and mathematics performance. Journal of Behavioral Education, 11, 51-67.
53. Northwest Evaluation Association. (2004). Measures of academic progress. Lake Oswego, OR: Author.
54. O'Donnell, P., Weber, K. P., & McLaughlin, T. F. (2003). Improving correct and error rate and reading comprehension using key words and previewing: A case report with a language minority student. Education and Treatment of Children, 26, 237-254.
55. Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of Educational Statistics, 8, 157-159.
56. O'Shea, L. J., Sindelar, P. T., & O'Shea, D. J. (1987). The effects of repeated readings and attentional cues on the reading fluency and comprehension of learning disabled readers. Learning Disabilities Research, 2, 103-109.
57. Paris, S. G. (2002). Measuring children's reading development using leveled texts. The Reading Teacher, 56, 168-170.
58. Reschly, D. J. (1996). Functional assessments and special education decision making. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd ed., pp. 115-128) Boston: Allyn and Bacon.
59. Reschly, R. L., Busch, T. W., Betts, J., Deno, S., & Long, J. D. (2009). Curriculum-based measurement oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47, 427-469.
60. Rose, T., & Beattie, J. (1986). Relative effects of teacher-directed and taped previewing on oral reading. Learning Disability Quarterly, 9, 139-199.
61. Rosenthal, R. (1979). The "File Drawer Problem" and tolerance for null results. Psychological Bulletin, 86, 638-641.
62. Salvia, J., Ysseldyke, J. E., & Bolt, S. (2007). Assessment (10th ed.). Boston: Houghton Mifflin.
63. Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.
64. Silberglitt, B., & Hintze, J. M. (2007). How much growth can we expect? A conditional analysis of R-CBM growth rates by level of performance. Exceptional Children, 74, 71-84.
65. Snell, S. B. (2006). A comparison of listening previewing and oral previewing within reading to read: Effects on oral reading fluency. Dissertation Abstracts International: Section B: The Sciences and Engineering, 67 (3-B), 1690.
66. Spector, J. E. (2005). How reliable are informal reading inventories? Psychology in the Schools, 42, 593-603.
67. Spinelli, C. G. (2002). Classroom assessment for students with special needs in inclusive settings. Upper Saddle River, NJ: Merrill/Prentice Hall.
68. Stage, S. A., & Jacobsen, M. D. (2001). Predicting student success on a state mandated performance-based assessment using oral reading fluency. School Psychology Review, 30, 407-419.
69. Sutherland, K. S., & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 15, 103-118.
70. Swanson, H. L., & Sachse-Lee, C. A. (2000). A meta-analysis of single-subject intervention research for students with LD. Journal of Learning Disabilities, 33, 114-136.
71. Teigen, T., Malanga, P., & Sweeney, W. J. (2001). Repeated readings: A fluency builder in the classroom. Journal of Precision Teaching and Celeration, 17 (2), 58-67.
72. Tilly, W. D. III., (2008). The evolution of school psychology to science-based practice: Problem-solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., p. 17-36) Bethesda, MD: National Association of School Psychologists.
73. Treptow, M. A., Burns, M. K., & McComas, J. J. (2007). Reading at the frustration, instructional, and independent levels: Effects on student time on task and comprehension. School Psychology Review, 36, 159-166.
74. Valley, R., Evans, J., & Allen, K. (2002). Parent implementation of an oral reading intervention: Child and Family Behavior Therapy, 24(4), 39-49.
75. VanDerHeyen, A., Witt, J., & Barnett, D. (2005). The emergence and possible futures of response to intervention. Journal of Psychoeducational Assessment, 23, 339-361.
76. Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.
77. Veerkamp, M. B., Kamps, D. M., & Cooper, L. (2007). The effects of classwide peer tutoring on the reading achievement of urban middle school students. Education & Treatment of Children, 30 (2), 21-51.
78. Wayman, M. M., Wallace, T., Wiley, H. I., Ticha, R., & Espin, C. A. (2007). Literature synthesis on curriculum-based measurement in reading. The Journal of Special Education, 41, 85-120.
79. Wechsler, D. (1991). Wechsler Intelligence Scale for Children-Third edition. San Antonio, TX: The Psychological Corporation.
80. Wechsler, D. (2001). The Wechsler Individual Achievement Test - Second edition. San Antonio, TX: The Psychological Corporation.
81. Wechsler, D. (2003) Wechsler Intelligence Scale for Children-Fourth edition. San Antonio, TX: The Psychological Corporation.
82. Wiederhold, J. L. and Bryant, B. R. (2001). The Gray Oral Reading Tests. Austin, TX: Pro-Ed.
83. Woodcock, R. M. (1987). Woodcock Reading Mastery Test-Revised. Circle Pines, MN: American Guidance Corp.
84. Yurick, A., Robinson, P., Cartledge, D., Lo, Y., & Evans, T. (2006). Using peer-mediated repeated readings as a fluency-building activity for urban learners. Education and Treatment of Children, 29, 469-506.