ERIC Number: EJ1032787
Record Type: Journal
Publication Date: 2014-Aug
Abstractor: As Provided
Predictors of Responsiveness to Early Literacy Intervention: A 10-Year Update
Lam, Elizabeth A.; McMaster, Kristen L.
Learning Disability Quarterly, v37 n3 p134-147 Aug 2014
The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were students who required intervention supports, with the majority identified as at-risk learners. Factors identified as consistently predictive included word identification, alphabetic principle, fluency, and phonemic awareness. Intellectual functioning and memory were inconsistently predictive. Factors identified as generally not predictive included vocabulary, language, and demographics. Findings of this review may provide guidance to researchers in identifying students who require more intensive intervention supports.
Descriptors: Predictor Variables, Early Intervention, Emergent Literacy, Longitudinal Studies, Synthesis, Response to Intervention, Performance Factors, Benchmarking, Models, Classification, Prediction, Predictive Validity, At Risk Students, Word Recognition, Alphabets, Reading Fluency, Phonemic Awareness, Memory, Vocabulary, Language Fluency, Demography, Item Analysis, Literature Reviews, Multivariate Analysis
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Social Skills Rating System; Woodcock Reading Mastery Test