Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in the Beginning of Third Grade

Journal of Learning Disabilities

Volumn 48, Issue 2, 2015, Pages 196-223

  Beach, Kristen D ^a   O’Connor, Rollanda E ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

early identification intervention; ELLs; English language learners; individual difference predictors of reading

Indexed keywords

CHILD; DEVICES; DYSLEXIA; FEMALE; HUMAN; LANGUAGE TEST; MALE; PROCEDURES; PROGNOSIS; PSYCHOMETRY; STANDARDS;

CHILD; DYSLEXIA; FEMALE; HUMANS; LANGUAGE TESTS; MALE; PROGNOSIS; PSYCHOMETRICS;

EID: 84922777726     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219413495451     Document Type: Article

References (72)

1. Barth A. E.,Stuebing K. K.,Anthony J. L.,Denton C. A.,Mathes P. G.,Fletcher J. M.,Francis D. J.Agreement among response to intervention criteria for identifying responder status.Learning and Individual Differences. 2008;18:296-307
2. Beck I. L.,McKeown M. G.,Kucan L.Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford; 2002:
3. Burns M. K.,Senesac B. V.Comparison of dual discrepancy criteria to assess response to intervention.Journal of School Psychology. 2005;43:393-406
4. Cain K.,Oakhill J.Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development.Journal of Learning Disabilities. 2011;44 (5): 431-443
5. Catts H. W.,Compton D.,Tomblin J. B.,Sittner Bridges M.Prevalence and nature of late-emerging poor readers.Journal of Educational Psychology. 2012;104 (1): 166-181
6. Chall J. S.,Jacobs V. A.,Baldwin L. E.The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press; 1990:
7. Cohen J.,Cohen P.,West S. G.,Aiken L. S.Applied multiple regression/correlational analysis for the behavioral sciences. 2003. Applied multiple regression/correlational analysis for the behavioral sciences (3rd ed.). Hillsdale, NJ: Lawrence Erlbaum.Hillsdale, NJ: Lawrence Erlbaum; 2003:
8. Compton D. L.,Fuchs D.,Fuchs L. S.,Bouthon B.,Gilbert J.,Barquero L. A.,Crouch R. C.Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.Journal of Educational Psychology. 2010;102 (2): 327-340
9. Compton D. L.,Fuchs D.,Fuchs L. S.,Bryant J.Selecting at-risk reading in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.Journal of Educational Psychology. 2006;98 (2): 394-409
10. Compton D. L.,Fuchs D.,Fuchs L. S.,Elleman A.,Gilbert J. K.Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability.Learning and Individual Differences. 2008;18 (3): 329-337
11. Compton D. L.,Gilbert J. K.,Jenkins J. R.,Fuchs D.,Fuchs L. S.,Cho E.,.. Bouton B. D.Accelerating chronically unresponsive children to tier 3 instruction: What level of data is necessary to ensure selection accuracy?.Journal of Learning Disabilities. 2012;45 (3): 204-216
12. Cooper D. J.,Pikulski J. J.,Ackerman P. A.,Au K. H.,Chard D. J.,Garcia G. G.,.. Vogt M.Houghton Mifflin reading. Boston, MA: Houghton Mifflin; 2003:
13. Crosson A. C.,Lesaux N. K.Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English.Reading and Writing. 2010;23:475-494
14. Denton C. A.Response to intervention for reading disabilities in the primary grades: Some answers and lingering questions.Journal of Learning Disabilities. 2012;45 (3): 232-243
15. Dunn L. M.,Dunn D. M.The Peabody Picture Vocabulary Test. 1997. The Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American Guidance Services.Circle Pines, MN: American Guidance Services; 1997:
16. Ehri L. C.Word recognition in beginning literacy. Metsala J. L.Ehri L. C., ed. Mahwah, NJ: Lawrence Erlbaum; 1998:3-40.
17. Francis D. J.,Fletcher J. M.,Stuebing K. K.,Reid Lyon G.,Shaywitz B. A.,Shaywitz S. E.Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient.Journal of Learning Disabilities. 2005;38 (2): 98-108
18. Fuchs D.,Compton D. L.,Fuchs L. S.,Bryant J.,Davis N. G.Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities.Reading and Writing. 2008;21:413-436
19. Fuchs D.,Fuchs L. S.Introduction to response to intervention: What, why, and how valid is it?.Reading Research Quarterly. 2006;41 (1): 93-99
20. Fuchs D.,Fuchs L. S.,Compton D. L.Identifying reading disabilities by responsiveness-to-intervention: Specifying measures and criteria.Learning Disability Quarterly. 2004;27 (4): 216-227
21. Fuchs D.,Mock D.,Morgan P. L.,Young C. L.Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct.Learning Disabilities Research & Practice. 2003;18 (3): 157-171
22. Good R. H.,Kaminski R. A.Dynamic Indicators of Basic Early Literacy Skills. 2003. Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Longmont, CO: Sopris West Educational Services.Longmont, CO: Sopris West Educational Services; 2003:
23. Good R. H.,Simmons D. C.,Kame’enui E. J.The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes.Scientific Studies of Reading. 2001;5:257-288
24. Hammill D. D.,Newcomer P. L.Test of Language Development. 2008. Test of Language Development (4th ed.). Austin, TX: PRO-ED.Austin, TX: PRO-ED; 2008:
25. Hart B.,Risley T. R.Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes; 1995:
26. Hudson R. F.Handbook of reading interventions. O’Connor R. E.Vadasy P., ed. New York, NY: Guilford; 2012:169-199.
27. Hudson R. F.,Torgesen J. K.,Lane H. B.,Turner S. J.Relations among reading skills and sub-skills and text-level reading proficiency in developing readers.Reading and Writing. 2012;25:483-507
28. . 2004;:
29. Jenkins J. R.,Fuchs L. S.,van den Broek P.,Espin C.,Deno S. L.Sources of individual differences in reading comprehension and reading fluency.Journal of Educational Psychology. 2003;95 (4): 719-729
30. Jenkins J. R.,O’Connor R.Identification of learning disabilities. Bradley R.Danielson L.Hallahan D., ed. Hillsdale, NJ: Lawrence Erlbaum; 2002:99-149.
31. Kaminski R. A.,Good R. H.Toward a technology for assessing basic early literacy skills.School Psychology Review. 1996;25 (2): 215-227
32. Keenan J. M.,Betjemann R. S.,Olson R. K.Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension.Scientific Studies of Reading. 2008;12 (3): 281-300
33. Klingner J. K.,Vaughn S.,Boardman A.Teaching reading comprehension to students with learning difficulties. What works for special-needs learners. New York, NY: Guilford; 2007:
34. Larsen S.,Hammill D. D.,Moats L.Test of Written Spelling: Examiner’s manual. Austin, TX: PRO-ED; 1999:
35. Linan-Thompson S.,Vaughn S.Research-based methods of reading instruction for English language learners grades K–4. Alexandria, VA: ASDC; 2003:
36. Mancilla-Martinez J.,Lesaux N. K.Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners.Journal of Educational Psychology. 2010;102:701-711
37. Mancilla-Martinez J.,Lesaux N. K.The gap between Spanish speakers’ word reading and word knowledge: A longitudinal study.Child Development. 2011;82 (5): 1544-1560
38. Mellard D. F.,McKnight M.,Woods K.Response to intervention screening and progress-monitoring practices in 41 local schools.Learning Disabilities Research & Practice. 2009;24 (4): 186-195
39. Morris D.,Trathen W.,Lomax R. G.,Perney J.,Kucan L.,Frye E. M.,Schlagal R.Modeling aspects of print-processing skill: Implications for reading assessment.Reading and Writing. 2012;25:189-215
40. Newcomer P. L.,Hammill D. D.Test of Language Development. 1997. Test of Language Development (3rd ed.). Austin, TX: PRO-ED.Austin, TX: PRO-ED; 1997:
41. O’Connor R. E.Increasing the intensity of intervention in kindergarten and first grade.Learning Disabilities Research & Practice. 2000;15 (1): 43-54
42. O’Connor R. E.Teaching word recognition: Effective strategies for students with learning difficulties. What works for special-needs learners. New York, NY: Guilford; 2007:
43. O’Connor R. E.,Bocian K. M.,Sanchez V.,Beach K. D.Access to a responsiveness to intervention model: Does beginning intervention in kindergarten matter?.Journal of Learning Disabilities. 2014;47 (4): 307-328
44. O’Connor R. E.,Fulmer D.,Harty K. R.,Bell K. M.Layers of reading intervention in kindergarten through third grade: Changes in teaching and student outcomes.Journal of Learning Disabilities. 2005;38 (5): 440-455
45. O’Connor R. E.,Jenkins J. R.Prediction of reading disabilities in kindergarten and first grade.Scientific Studies of Reading. 1999;3 (2): 159-197
46. O’Connor R. E.,Klingner J.Poor responders in RTI.Theory into Practice. 2010;49 (4): 297-304
47. Raudenbush S. W.,Byrk A. S.Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage; 2002:
48. Raudenbush S. W.,Byrk A. S.,Cheong Y. F.,Congdon R. T.,Toit M.HLM 7: Linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International; 2011:
49. Raykov T.,Marcoulides G.An introduction to applied multivariate analysis. New York, NY: Taylor & Francis; 2008:
50. Schatschneider C.,Wagner R.,Crawford E.The importance of measuring growth in response to intervention models: Testing a core assumption.Learning and Individual Differences. 2008;18:308-315
51. Schwanenflugel P. J.,Meisinger E. B.,Wisenbaker J. M.,Kuhn M. R.,Strauss G. P.,Morris R. D.Becoming a fluent and automatic reading in the early elementary school years.Reading Research Quarterly. 2006;41 (4): 496-522
52. Simmons D. C.,Coyne M. D.,Kwok O.,McDonagh S.,Harn B. A.,Kame’enui E. J.Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade.Journal of Learning Disabilities. 2008;41 (2): 158-173
53. Simmons D. C.,Hairrell A.,Edmonds M.,Vaughn S.,Larsen R.,Wilson V.,Byrns G.A comparison of multiple-strategy methods: Effects on fourth-grade students’ general and content-specific reading comprehension and vocabulary development.Journal of Research on Educational Effectiveness. 2010;3 (2): 121-156
54. Speece D. L.,Case L. P.Classification in context: An alternative approach to identifying early reading disability.Journal of Educational Psychology. 2001;93 (4): 735-749
55. Speece D. L.,Case L. P.,Molloy D. E.Responsiveness to general education instruction as the first gate to learning disabilities identification.Learning Disabilities Research & Practice. 2003;18 (3): 147-156
56. Speece D. L.,Schatschneider C.,Silverman R.,Case L.,Cooper D. H.,Jacobs D. M.Identification of reading problems in first grade within a response-to-intervention framework.Elementary School Journal. 2011;111 (4): 585-607
57. Spicer J.Making sense of multivariate data analysis. Thousand Oaks, CA: Sage; 2005:
58. Torgesen J. K.Individual differences in response to early interventions in reading: The lingering problem of treatment resisters.Learning Disabilities Research & Practice. 2000;15 (1): 55-64
59. Vadasy P. F.,Jenkins J. R.,Antil L. R.,Wayne S. K.,O’Connor R. E.The effectiveness of one-to-one tutoring by community tutors for at-risk beginning readers.Learning Disability Quarterly. 1997;20:126-139
60. Vadasy P. F.,Sanders E. A.,Tudor S.Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills.Journal of Learning Disabilities. 2007;40:508-525
61. Vadasy P. F.,Wayne S. K.,O’Connor R. E.,Jenkins J. R.,Pool K.,Firebaugh M.,Peyton J.Sound Partners: A tutoring program in phonics-based early reading. Longmont, CO: Sopris West; 2005:
62. Vaughn S.,Linan-Thompson S.,Hickman P.Response to instruction as a means of identifying students with reading/learning disabilities.Exceptional Children. 2003;69 (4): 391-409
63. Vellutino F. R.,Scanlon D. M.,Lyon R. G.Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability.Journal of Learning Disabilities. 2000;33 (3): 223-238
64. Vellutino F. R.,Scanlon D. M.,Sipay E. R.,Small S. G.,Chen R.,Pratt A.,Denckla M. B.Cognitive profiles of difficult to remediate and readily remediated poor readers: Early interventions as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.Journal of Educational Psychology. 1996;88 (4): 601-638
65. Vellutino F. R.,Scanlon D. M.,Zhang H.,Schatschneider C.Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties.Reading and Writing. 2008;21:437-480
66. Verhoeven L.,van Leeuwe J.,Vermeer A.Vocabulary growth and reading development across the elementary school years.Scientific Studies of Reading. 2011;15 (1): 8-25
67. Waesche J. S.,Schatschneider C.,Maner J. K.,Ahmed Y.,Wagner R.Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.Journal of Learning Disabilities. 2011;44 (3): 296-307
68. Wanzek J.,Vaughn S.Research-based implications from extensive early reading interventions.School Psychology Review. 2007;36 (4): 541-561
69. Weiser B.,Mathes P.Using encoding instruction to improve the reading and spelling performances of elementary students at risk for literacy difficulties: A best-evidence synthesis.Review of Educational Research. 2011;81 (2): 170-200
70. Wiederholt J. L.,Bryant B. R.Gray Oral Reading Tests. 2001. Gray Oral Reading Tests (4th ed.). Austin, TX: PRO-ED.Austin, TX: PRO-ED; 2001:
71. Woodcock R.Woodcock Reading Mastery Test–Revised/Normative Update. Circle Pines, MN: American Guidance Service; 1998:
72. Zumeta R. O.,Compton D. L.,Fuchs L. S.Using word identification fluency to monitor first-grade reading development.Exceptional Children. 2012;78 (2): 201-220