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ERIC Number: EJ1201263
Record Type: Journal
Publication Date: 2019-Feb
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0731-9487
Executive Functions and Response to Intervention: Identification of Students Struggling with Reading Comprehension
Miciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon
Learning Disability Quarterly, v42 n1 p17-31 Feb 2019
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine whether EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Woodcock Diagnostic Reading Battery
Grant or Contract Numbers: P50HD052117