1,863
Views
2
CrossRef citations to date
0
Altmetric
Articles

Primary prevention of reading failure: Effect of universal peer tutoring in the early grades

, , , &
Pages 171-176 | Received 10 Feb 2015, Accepted 08 Jun 2015, Published online: 01 Sep 2016

References

  • Ardoin, S. P., Roof, C. M., Klubnick, C., & Carfolite, J. (2008). Evaluating curriculum-based measurement from a behavioral assessment perspective. The Behavior Analyst Today, 9, 36–45.
  • Denton, C. A., Tolar, T. D., Fletcher, J. M., Barth, A. E., Vaughn, S., & Francis, D. J. (2013). Effects of tier 3 intervention for students with persistent reading difficulties and characteristics of inadequate responders. Journal of Educational Psychology, 105, 633–648.
  • Eason, S. H., Sabatini, J., Goldberg, L., Bruce, K., & Cutting, L. E. (2013). Examining the Relationship Between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension Among Different Types of Readers. Scientific Studies of Reading, 17, 199–223.
  • Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J., & Davis, N. G. (2008). Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study of the national research center on learning disabilities. Reading and Writing: An Interdisciplinary Journal, 24, 413–436.
  • Fuchs, D., & Fuchs, L. S. (1998). Researchers and teachers working together to adapt instruction for diverse learners. Learning Disabilities Research and Practice, 13, 126–137.
  • Fuchs, D., Fuchs, L. S., & Burish, P. (2000). Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research & Practice, 15, 85–91.
  • Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174–206.
  • Fuchs, L. S., & Fuchs, D. (2002). Curriculum-based measurement: Describing competence, enhancing outcomes, evaluating treatment effects, and identifying treatment nonresponders. Peabody Journal of Education, 77, 64–84.
  • Fuchs, L. S., & Fuchs, D. (2004). Determining adequate yearly progress from kindergarten through grade 6 with curriculum-based measurement. Assessment for Effective Intervention, 4, 25–37.
  • Kilgus, S. P., Methe, S. A., Maggin, D. M., & Tomasula, J. L. (2014). Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening. Journal of School Psychology, 52, 377–405.
  • Martinez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal interaction model. Psychology in the Schools, 45, 1010–1022.
  • Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33, 62–94.
  • Mattatall, C. A. (2011). A study of how one Ontario school board used peer assisted learning strategies and data-informed decision-making to address reading failure at grade one. Unpublished dissertation, Queen's University.
  • McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Reading & Writing Quarterly, 22, 5–25.
  • Pigott, T. D., & Israel, M. S. (2005). Head Start children's transition to kindergarten: Evidence from the early childhood longitudinal study. Journal of Early Childhood Research, 3, 77–104.
  • Reschley, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-based measure oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47, 427–469.
  • Ring, J. J., Barefoot, L. C., Avrit, K. J., Brown, S. A., & Black, J. L. (2013). Reading fluency instruction for students at risk for reading failure. Remedial and Special Education, 34, 102–112.
  • Ritchey, K. D., Silverman, R. D., Schatschneider, C., & Speece, D. L. (2013). Prediction and stability of reading problems in middle childhood. Journal of Learning Disabilities, 48, 298–309.
  • Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the achievement gap. Washington, DC: Economic Policy Institute.
  • Schmitt, A., Balles, J., & Venesky, L. (2013). A exploratory investigation of the relations among annual school absences, reading curriculum-based measurement, and a high stake state reading assessment. Journal of Applied School Psychology, 29, 90–103.
  • Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2005). The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, 40, 40–69.
  • Yeo, S. (2010). Predicting performance on state achievement tests using curriculum-based measurement in reading: A multi-level analysis. Remedial and Special Education, 31, 412–422.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.