Adjusting beginning reading intervention based on student performance: An experimental evaluation

Exceptional Children

Volumn 80, Issue 1, 2013, Pages 25-44

  Coyne, Michael ^a   Simmons, Deborah ^b   Hagan Burke, Shanna ^b   Simmons, Leslie ^b   Kwok, Oi Man ^b   Kim, Minjung ^b   Fogarty, Melissa ^b   Oslund, Eric ^b   Taylor, Aaron ^b   Capozzoli Oldham, Ashley ^a   Ware, Sharon ^a   Little, Mary ^c   Rawlinson, D'Ann ^c  

^a UNIVERSITY OF CONNECTICUT   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

^c UNIVERSITY OF CENTRAL FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84881456048     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440291308000101     Document Type: Article

References (35)

1. Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brookes.
2. Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, Series B (Methodological), 57, 289-300.
3. Beretvas, S. N. (2008). Cross-classified random effects models. In A. A. O'Connell & D. Betsy McCoach (Eds.), Multilevel modeling of educational data (pp. 161-197). Charlotte, NC: Information Age Publishing.
4. Bloom, H. S., Richburg-Hayes, L., & Black, A. R. (2007). Using covariates to improve precision for studies that randomize schools to evaluate educational interventions. Educational Evaluation and Policy Analysis, 29, 30-59. http://dx.doi.org/10.3102/0162373707 299550
5. Bradley, R., Danielson, L., & Doolittle, J. (2005). Response to intervention. Journal of Learning Disabilities, 38, 485-486. http://dx.doi.org/10.1177/0022219405 0380060201
6. Cook, T. D. (2005). Emergent principles for the design, implementation, and analysis of cluster-based experiments in social science. The Annuals of the American Academy of Political and Social Science, 599, 176-198. http://dx.doi.org/10.1177/0002716205275738
7. Denton, C. A., & Hocker, J. L. (2006). Responsive reading instruction: Flexible intervention for struggling readers in the early grades. Longmont, CO: SoprisWest.
8. Denton, C. A., Kethley, C., Nimon, K., Kurz, T., Mathes, P. G., Shin, T. B., . . Shih, M. (2010). Effectiveness of a supplemental early reading intervention scaled up in multiple schools. Exceptional Children, 76, 394-416.
9. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-Third Edition (PPVT-III). Bloomington, MN: Pearson Assessments.
10. Fuchs, L. S., & Fuchs, D. (2009). On the importance of a unified model of responsiveness to intervention. Child Development Perspectives, 3, 41-43. http://dx.doi.org/10.1111/j.1750-8606.2008.00074.x
11. Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2009). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/ publications/practiceguides/
12. Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.
13. Gunn, B., Biglan, A., Smolkowski, K., & Ary, D. (2000). The efficacy of supplemental instruction in decoding skills for Hispanic and Non-Hispanic students in early elementary school. The Journal of Special Education, 34, 90-103. http://dx.doi.org/10.1177/0022 46690003400204
14. Hedges, L. V. (2007). Effect sizes in cluster-randomized designs. Journal of Educational and Behavioral Statistics, 32, 341-370. http://dx.doi.org/10. 3102/1076998 606298043
15. Hox, J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Erlbaum.
16. Larsen, S. C., Hammill, D. D., & Moats, L. C. (2005). Test ofWritten Spelling (4th ed.). Austin, TX: Pro-Ed.
17. Lembke, E. S., McMaster, K. L., & Stecker, P. M. (2010). The prevention science of reading research within a response-to-intervention model. Psychology in Schools, 47, 22-35. http://dx.doi.org/10.1002/pits. 20449
18. Luo, W., & Kwok, O. (2009). The impacts of ignoring a crossed factor in analyzing cross-classified data. Multivariate Behavioral Research, 44, 182-212. http://dx.doi.org/10.1080/00273170902794214
19. Makar, B. W. (1995). Primary phonics. Cambridge, MA: Educators Publishing Service.
20. Mellard, D., McKnight, M., & Jordan, J. (2010). RTI tier structures and instructional intensity. Learning Disabilities Research & Practice, 25, 217-225. http://dx.doi.org/10.1111/j.1540-5826.2010.00319.x
21. Meyers, J. L., & Beretvas, S. N. (2006). The impact of inappropriate modeling of cross-classified data structures. Multivariate Behavioral Research, 41, 473-497. http://dx.doi.org/10.1207/s15327906mbr4104-3
22. National Center on Response to Intervention. (2010, March). Essential components of RTI-A closer look at response to intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from http://www.rti4success.org/ resourcetype/essential-components-rti-closer-look-response-intervention
23. Pearson/Scott Foresman. (2004). Scott Foresman sidewalks: Early reading intervention. Glenview, IL: Author.
24. Pinnell & Fountas. (2006). Phonics lessons. Portsmouth, NH: Heinemann.
25. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
26. Raudenbush, S. W., Bryk, A. S., Cheong, Y., & Congdon, R. (2004). HLM 6: Hierarchical linear and nonlinear modeling. Chicago, IL: Scientific Software.
27. Samuels, C. A. (2011). An instructional approach expands its reach. EducationWeek, 30(22), 2-5. Retrieved from http://www.edweek.org/ew/articles/ 2011/03/02/22rti-overview.h30.html?qs=an+instructional +approach+expands+its+reach
28. Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, C., . . Crevecoeur, Y. C. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners' response. Exceptional Children, 77, 207-228.
29. Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593. http://dx.doi.org/10.1037//0022-0663.91.4.579
30. Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98, 508-528. http://dx.doi.org/10.1037/0022-0663.98.3.508
31. Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39, 157-169. http://dx.doi.org/10.1177/00222194060390020401
32. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: Pro-Ed.
33. Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36, 541-561.
34. What Works Clearinghouse. (2008). Procedures and standards handbook, version 2.0. [Electronic version]. Retrieved from http://ies.ed.gov/ncee/wwc/ pdf/wwc-procedures-v2-standards-handbook.pdf.
35. Woodcock, R. W. (1987/1998). Woodcock Reading Mastery Tests-Revised/Normative Update. Bloomington, MN: Pearson Assessments.