Exploring the Relationship Between Cognitive Characteristics and Responsiveness to a Tier 3 Reading Fluency Intervention

References

• Barth, A. M. Y. E., Denton, C. A. R. O. L. Y. N. A., Stuebing, K. A. R. L. A. K., Fletcher, J. A. C. K. M., Cirino, P. A. U. L. T., Francis, D. A. V. I. D. J., & Vaughn, S. H. A. R. O. N. (2010). A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention. Journal of the International Neuropsychological Society, 16(03), 526–536.
   PubMedGoogle Scholar
• Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18(3), 296–307.
   PubMed Web of Science ®Google Scholar
• Begeny, J. C. (2009). Helping Early Literacy with Practice Strategies (HELPS): A one-to-one program designed to improve students’ reading fluency. Raleigh, NC: Helps Education Fund. Retrieved from http://www.helpsprogram.org.
   Google Scholar
• Begeny, J. C. (2011). Effects of the Helping Early Literacy with Practice Strategies (HELPS) reading fluency program when implemented at different frequencies. School Psychology Review, 40, 149–157.
   Web of Science ®Google Scholar
• Begeny, J. C., Braun, L. M., Lynch, H. L., Ramsay, A. C., & Wendt, J. M. (2012). Initial evidence for using the HELPS reading fluency program with small instructional groups. School Psychology Forum: Research in Practice, 6, 50–63.
   Google Scholar
• Begeny, J. C., Mitchell, R. C., Whitehouse, M. H., Harris, C. F., & Stage, S. A. (2011). Effects of the HELPS reading fluency program when implemented by classroom teachers with low-performing second grade students. Learning Disabilities Research and Practice, 26(3), 122–133.
   Web of Science ®Google Scholar
• Berninger, V. W., Abbott, R. D., Thomson, J., Wagner, R., Swanson, H. L., Wijsman, E. M., & Raskind, W. (2006). Modeling phonological core deficits within a working memory architecture in children and adults with developmental dyslexia. Scientific Studies of Reading, 10(2), 165–198.
   Web of Science ®Google Scholar
• Berninger, V. W., Abbott, R. D., Vermeulen, K., Ogier, S., Brooksher, R., Zook, D., & Lemos, Z. (2002). Comparison of faster and slower responders to early intervention in reading: Differentiating features of their language. Learning Disability Quarterly, 25(1), 59–76.
   Web of Science ®Google Scholar
• Catts, H. W., Gillispie, M., Leonard, L. B., Kail, R. V., & Miller, C. A. (2002). The role of speed of processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities, 35(6), 510–524.
   Web of Science ®Google Scholar
• Christ, T. J., & Silberglitt, B. (2007). Estimates of the standard error of measurement for curriculum-based measures of oral reading fluency. School Psychology Review, 36, 130–146.
   Web of Science ®Google Scholar
• Cummings, K. D., Kennedy, P. C., Otterstedt, J., Baker, S. K., & Kame’enui, E. J. (2011). DIBELS data system: 2010-2011 percentile ranks for DIBELS next benchmark assessments (Technical Report 1101). Eugene, OR: Univ. of Oregon.
   Google Scholar
• Denton, C. A., Cirino, P. T., Barth, A. E., Romain, M., Vaughn, S., Wexler, J., … Fletcher, J. M. (2011). An experimental study of scheduling and duration of “tier 2” first grade reading intervention. Journal of Research of Educational Effectiveness, 4(3), 208–230.
   PubMed Web of Science ®Google Scholar
• Denton, C. A., Tolar, T. D., Fletcher, J. M., Barth, A. E., Vaugh, S., & Francis, D. J. (2013). Effects of tier 3 intervention for students with persisting reading difficulties and characteristics of inadequate responders. Journal of Educational Psychology, 105(3), 633–648.
   PubMed Web of Science ®Google Scholar
• Dynamic Measurement Group. (2010). DIBELS Next Benchmark Goals and Composite Score. Eugene, OR: Author. Available: https://dibels.uoregon.edu/docs/DIBELSNextFormerBenchmarkGoals.pdf
   Google Scholar
• Ehri, L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19(1), 5–31.
   Web of Science ®Google Scholar
• Fiorello, C. A., Hale, J. B., & Snyder, L. E. (2006). Cognitive hypothesis testing and response to intervention for children with reading problems. Psychology in the Schools, 43(8), 835–853.
   Web of Science ®Google Scholar
• Fletcher, J. M. (2006). Measuring reading comprehension. Scientific Studies of Reading, 10(3), 323–330. doi:https://doi.org/10.1207/s1532799xssr1003_7
   Google Scholar
• Fletcher, J. M., Stubeing, K. K., Barth, A. E., Denton, C. A., Cirino, P. T., Francis, D. J., & Vaughn, S. (2011). Cognitive correlates of inadequate response to reading intervention. School Psychology Review, 40, 3–22.
   PubMed Web of Science ®Google Scholar
• Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., … Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.
   Google Scholar
• Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J., Hamlett, C. L., & Lambert, W. (2012). First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities, 45(3), 217–231.
   PubMed Web of Science ®Google Scholar
• Fuchs, D., & Deshler, D. K. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research and Practice, 20, 129–136.
   Google Scholar
• Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why and how valid is it? Reading Research Quarterly, 41(1), 93–99.
   Web of Science ®Google Scholar
• Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., … Yalof, J. (2010). Critical issues in response to intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33(3), 223–236.
   Web of Science ®Google Scholar
• Hall, A. H., & Tannebaum, R. P. (2013). Test Review: J. L. Wiederholt & B. R. Bryant. (2012). Gray Oral Reading Tests–Fifth Edition (GORT-5). Austin, TX: Pro-Ed. Journal of Psychoeducational Assessment, 31(5), 516–520. doi:10.1177/0734282912468578
   Web of Science ®Google Scholar
• Hughes, C. A., & Dexter, D. D. (2011). Response to intervention: A research-based summary. Theory into Practice, 50(1), 4–11.
   Web of Science ®Google Scholar
• Johnson, E., Mellard, D. F., Fuchs, D., & McKnight, M. A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities.
   Google Scholar
• LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323. https://doi-org.prox.lib.ncsu.edu/10.1016/0010-0285(74)90015-2
   Web of Science ®Google Scholar
• Lee, J., & Yoon, S. Y. (2017). The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities, 50(2), 213–224.
   PubMed Web of Science ®Google Scholar
• McDougal, J. L., LeBlanc, M., & Hintze, J. (2010). Graphing student academic data for universal screening and progress monitoring. In A. S. Canter, Z. Paige, & S. Shaw (Eds.) Helping children at home and school III - Handouts for families and educators. (pp. S3H15-1 - S3H15-4). Bethesda, MD: National Association of School Psychologists.
   Google Scholar
• Mitchell, C., & Begeny, J. C. (2014). Improving student reading through parents’ implementation of a structured reading program. School Psychology Review, 43, 41–58.
   Web of Science ®Google Scholar
• Moats, L., & Tolman, C. (2009). Excerpted from language essentials for teachers of reading and spelling (LETRS): The speech sounds of English: Phonetics, phonology, and phoneme awareness (module 2). Boston: Sopris West.
   Google Scholar
• National Association of School Psychologists. (2011). Identification of students with specific learning disabilities (Position Statement). Bethesda, MD: Author.
   Google Scholar
• National Council on Teacher Quality. (2018). NCAQ Databurst: Strengthening reading instruction through better preparation of elementary and special education teachers. Retrieved November, 2018 from: https://www.ncAQ.org/dmsView/Strengthening_Reading_Instruction_Databurst
   Google Scholar
• Nelson, J. R., Benner, G., J., & Gonzalez, J. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta-analytic review. Learning Disabilities Research and Practice, 18, 255–267.
   Google Scholar
• O’Brien, B., Wolf, M., Miller, L., Lovett, M. W., & Morris, R. D. (2011). Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level. Annals of Dyslexia, 61, 111–135.
   PubMed Web of Science ®Google Scholar
• Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 28–53.
   Web of Science ®Google Scholar
• Rasinski, T. V., Chang, S.-C., Edmondson, E., Nageldinger, J., Nigh, J., & Rupley, W., (2016). Reading fluency and college readiness. Journal of Adolescent and Adult Literacy, 6, 453–460.
   Google Scholar
• Rasinski, T. V., Reutzel, C. R., Chard, D., & Linan-Thompson, S. (2011). Reading fluency. In M. L. Kamil, P. D. Pearson, B. Moje, & P. Afflerbach E (eds.), Handbook of reading research, Volume IV (pp. 286–319). New York: Routledge.
   Google Scholar
• Reiter, A., Tucha, O., & Lange, K. W., (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116–131.
   PubMed Web of Science ®Google Scholar
• Sanchez, V. M., & O’Conner, R. E. (2015). Building Tier 3 intervention for long-term slow growers in grades 3-4: A pilot study. Learning Disabilities Research and Practice, 30, 171–181.
   Web of Science ®Google Scholar
• Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387–399.
   PubMed Web of Science ®Google Scholar
• Sprick, M. M., Howard, L. M., & Fidanque, A. (1998). Read well: Critical foundations in primary reading. Longmont, CO: Sopris West.
   Google Scholar
• Stage, S., Abbott, R. D., Jenkins, J. R., & Berninger, V. W. (2003). Predicting response to early reading intervention from verbal IQ, reading-related language abilities, attention ratings, and verbal IQ-word reading discrepancy: Failure to validate a discrepancy method. Journal of Learning Disabilities, 36(1), 24–33.
   PubMed Web of Science ®Google Scholar
• Stanovich, K. E. (1984). Matthew Effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 4, 360–407.
   Google Scholar
• Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities, 50(5), 576–590.
   PubMed Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics, (4th ed.). Boston, MA: Allyn & Bacon.
   Google Scholar
• Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252–261.
   Web of Science ®Google Scholar
• Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle & V. Chhabra (eds.), The voice of evidence in reading research, (pp. 355–382). Baltimore, MD: Brookes.
   Google Scholar
• University of Oregon Center for Teaching and Learning: UO DIBELS Data System. (2012). DIBELS Next Recommended Goals. Eugene, OR: Author.
   Google Scholar
• Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychiatry and Psychology and Allied Disciplines, 45, 2–40.
   PubMed Web of Science ®Google Scholar
• Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult to remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88(4), 601–638.
   Web of Science ®Google Scholar
• Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39(2), 157–169.
   PubMed Web of Science ®Google Scholar
• Vollmer, L. E., Gettinger, M., & Begeny, J. C. (2018). Preservice training in response to intervention (RTI): What are teacher education programs teaching? Journal of Applied School Psychology, 1. https://doi.org/10.1080/15377903.2018.1528488
   Google Scholar
• Wanzek, J., & Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities, 41(2), 126–142. doi:10.1177/0022219407313426
   Google Scholar
• Warmington, M., & Hulme, C. (2012). Phoneme-awareness, visual-verbal paired associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading, 16(1), 45–62.
   Web of Science ®Google Scholar
• Wolf, P. J. (2007). Academic improvement through regular assessment. Peabody Journal of Education, 82(4), 690–702. doi:10.1080/01619560701603114
   Google Scholar
• Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415–438.
   Web of Science ®Google Scholar
• Wood, D. (2009). Modeling the relationships between cognitive and reading measures in third and fourth grade children. Journal of Psychoeducational Assessment, 27(2), 96–112.
   Web of Science ®Google Scholar