The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors

Abstract

Using a mixed-methodology, longitudinal design, individual differences and contextual factors related to differential response to general education instruction were examined. We tested a response-to-instruction model reflecting the first three phases of a model proposed by Fuchs and Fuchs (1998). We classified first-and second-grade children at-risk for reading problems into one of three responsiveness groups and compared groups on reading, phonological processing, behavioral, and instructional context measures. Further, we examined qualitatively the interaction of individual differences and instructional context. The most persistently nonresponsive group scored significantly lower on all individual difference measures, but did not experience poorer instructional settings. Further, this group demonstrated greater difficulty learning in the general education setting. The response—to-instruction model demonstrated construct and social validity with implications for an improved prereferral system.

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Notes on contributors

Lisa Pericola Case

Lisa Pericola Case received her PhD in Special Education from the University of Maryland in 1997. She is currently a Research Associate at the University of Maryland. Her primary interests are in the areas of definition, diagnosis, and instruction for individuals with learning disabilities.

Deborah L. Speece

Deborah L. Speece, PhD, is Professor of Special Education at the University of Maryland. She received the doctorate in educational psychology from the University of North Carolina at Chapel Hill. Her research interests include children at risk for school failure, early identification of reading disabilities, and classification.

Dawn Eddy Molloy

Dawn Eddy Molloy, PhD, is Faculty Research Associate and Undergraduate Program Coordinator in the Special Education Department at the University of Maryland. She received her PhD in Special Education at the University of Maryland in 1996. Research interests include children experiencing school failure, teacher development, and qualitative methodologies.