ERIC Number: EJ1141781
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School
Miciak, Jeremy; Stuebing, Karla K.; Vaughn, Sharon; Roberts, Greg; Barth, Amy E.; Fletcher, Jack M.
School Psychology Review, v43 n4 p407-427 Dec 2014
No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders.
Descriptors: Intervention, Middle School Students, Comparative Analysis, Grade 6, Grade 7, Naming, Phonological Awareness, Thinking Skills, Decoding (Reading), Reading Fluency, Adolescents, Reading Comprehension, Reading Difficulties, Listening Comprehension, Multivariate Analysis, Intelligence Tests, Response to Intervention, Reading Achievement, Standardized Tests, Achievement Tests
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: email@example.com; Web site: http://naspjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement; Wechsler Individual Achievement Test
Grant or Contract Numbers: N/A