ERIC Number: EJ1070850
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 102
Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis
Stuebing, Karla K.; Barth, Amy E.; Trahan, Lisa H.; Reddy, Radhika R.; Miciak, Jeremy; Fletcher, Jack M.
Review of Educational Research, v85 n3 p395-429 Sep 2015
We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, "What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?" Studies were located via literature searches, contact with researchers in the field, and review of references from the National Reading Panel Report. Eligible participant populations included at-risk elementary school children enrolled in the third grade or below. Effects were analyzed using a shifting unit of analysis approach within three statistical models: cognitive characteristics predicting growth curve slope (Model 1, mean r = 0.31), gain (Model 2, mean r = 0.21), or postintervention reading controlling for preintervention reading (Model 3, mean r = 0.15). Effects were homogeneous within each model when effects were aggregated within study. The small size of the effects calls into question the practical significance and utility of using cognitive characteristics for prediction of response when baseline reading is available.
Descriptors: Meta Analysis, Response to Intervention, At Risk Students, Elementary School Students, Grade 3, Effect Size, Student Characteristics, Prediction, Correlation, Cognitive Processes, Reading Instruction, Models, Reading Difficulties, Screening Tests, Identification, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: P50 HD052117