Tier 2 interventions within the RtI-model for developing students’ word decoding – a systematic review and meta-analysis

References

• Andersson, U., Löfgren, H., & Gustafson, S. (2019). Forward-looking assessments that support students’ learning: A comparative analysis of two approaches. Studies in Educational Evaluation, 60, 109–20. https://doi.org/https://doi.org/10.1016/j.stueduc.2018.12.003
   Web of Science ®Google Scholar
• Balu, R., Zhu, P., Doolittle, F., Schiller, E., Jenkins, J., & Gersten, R. (2015). Evaluation of response to intervention practices for elementary school reading. NCEE 2016-4000. National Center for Education Evaluation and Regional Assistance.
   Google Scholar
• Batsche, G. M., Kavale, K. A., & Kovaleski, J. F. (2006). Competing Views: A dialogue on Response to Intervention. Assessment for Effective Intervention, 32(1), 6–19. https://doi.org/https://doi.org/10.1177/15345084060320010301
   Google Scholar
• Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of Response to Intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85–95. https://doi.org/https://doi.org/10.1177/0022219408326214
   PubMed Web of Science ®Google Scholar
• Björn, P. M., Aro, M., Koponen, T., Fuchs, L. S., & Fuchs, D. (2018). Response-To-Intervention in finland and the united states: Mathematics learning support as an example. Frontiers in Psychology, 9(800), 1–10. https://doi.org/https://doi.org/10.3389/fpsyg.2018.00800
   Web of Science ®Google Scholar
• Brunner, J., & Schimmack, U. (2020). Estimating population mean power under conditions of heterogeneity and selection for significance. Meta-Psychology, 4(4), 1–22. https://doi.org/https://doi.org/10.15626/MP.2018.874
   Google Scholar
• Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381–394. https://doi.org/https://doi.org/10.1177/073428290502300406
   Web of Science ®Google Scholar
• *Case, L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., & Ritchey, K. (2014). Immediate and long-term effects of Tier 2 reading instruction for first-grade students with a high probability of reading failure. Journal of Research on Educational Effectiveness, 7(1), 28–53. https://doi.org/https://doi.org/10.1080/19345747.2013.786771
   Web of Science ®Google Scholar
• Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities, 48(3), 281–297. https://doi.org/https://doi.org/10.1177/0022219413498115
   PubMed Web of Science ®Google Scholar
• *Cho, E., Compton, D. L., Fuchs, D., Fuchs, L. S., & Bouton, B. (2014). Examining the predictive validity of a dynamic assessment of decoding to forecast Response to Tier 2 Intervention. Journal of Learning Disabilities, 47(5), 409–423. https://doi.org/https://doi.org/10.1177/0022219412466703
   PubMed Web of Science ®Google Scholar
• Cuijpers, P., Weitz, E., Cristea, I. A., & Twisk, J. (2017). Pre-post effect sizes should be avoided in meta-analyses. Epidemiology and Psychiatric Sciences, 26(4), 364–368. https://doi.org/https://doi.org/10.1017/S2045796016000809
   PubMed Web of Science ®Google Scholar
• Denton, C. A. (2012). Response to intervention for reading difficulties in the primary grades: Some answers and lingering questions. Journal of Learning Disabilities, 45(3), 232–243. https://doi.org/https://doi.org/10.1177/0022219412442155
   PubMed Web of Science ®Google Scholar
• *Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S. (2014). An experimental evaluation of guided reading and explicit interventions for primary-grade students at-risk for reading difficulties. Journal of Research on Educational Effectiveness, 7(3), 268–293. https://doi.org/https://doi.org/10.1080/19345747.2014.906010
   PubMed Web of Science ®Google Scholar
• Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/https://doi.org/10.1207/s1532799xssr0902_4
   Web of Science ®Google Scholar
• *Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2015). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at-risk for reading difficulties. Journal of Learning Disabilities, 48(6), 602–621. https://doi.org/https://doi.org/10.1177/0022219414521664
   PubMed Web of Science ®Google Scholar
• Fletcher, J. M., & Vaughn, S. (2009). Response to Intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30–37. https://doi.org/https://doi.org/10.1111/j.1750-8606.2008.00072.x
   PubMed Web of Science ®Google Scholar
• Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3. https://doi.org/https://doi.org/10.1037/0022-0663.88.1.3
   Web of Science ®Google Scholar
• Fuchs, D., Compton, D., Fuchs, L., Bryant, J., & Davis, 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, 21(4), 413–436. https://doi.org/https://doi.org/10.1007/s11145-007-9083-9
   Web of Science ®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. https://doi.org/https://doi.org/10.1598/rrq.41.1.4
   Web of Science ®Google Scholar
• Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Meta-analysis of the impact of reading interventions for students in the primary grades. Journal of Research on Educational Effectiveness, 13(2), 401–427. https://doi.org/https://doi.org/10.1080/19345747.2019.1689591
   Web of Science ®Google Scholar
• Gilbert, J. K., Compton, D. L., Fuchs, D., & Fuchs, L. S. (2012). Early screening for risk of reading disabilities: Recommendations for a four-step screening system. Assessment for Effective Intervention, 38(1), 6–14. https://doi.org/https://doi.org/10.1177/1534508412451491
   Google Scholar
• *Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E. (2013). Efficacy of a first-grade responsiveness-to-intervention prevention model for struggling readers. Reading Research Quarterly, 48(2), 135–154. https://doi.org/https://doi.org/10.1002/rrq.45
   Web of Science ®Google Scholar
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education (RASE), 7(1), 6–10. https://doi.org/https://doi.org/10.1177/074193258600700104
   Google Scholar
• Greenwood, J., & Kelly, C. (2017). Implementing cycles of assess, plan, do, review: A literature review of practitioner perspectives. British Journal of Special Education, 44(4), 394–410. https://doi.org/https://doi.org/10.1111/1467-8578.12184
   Web of Science ®Google Scholar
• Hall, M. S., & Burns, M. K. (2018). Meta-analysis of targeted small-group reading interventions. Journal of School Psychology, 66, 54–66.
   PubMed Web of Science ®Google Scholar
• Hedges, L. V. (2007). Correcting a significance test for clustering. Journal of Educational and Behavioral Statistics, 32(2), 151–179. https://doi.org/https://doi.org/10.3102/1076998606298040
   Web of Science ®Google Scholar
• Hedges, L. V., & Citkowicz, M. (2015). Estimating effect size when there is clustering in one treatment group. Behavior Research Methods, 47(4), 1295–1308. https://doi.org/https://doi.org/10.3758/s13428-014-0538-z
   PubMed Web of Science ®Google Scholar
• Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (Eds.). (2020). cochrane handbook for systematic reviews of interventions. John Wiley & Sons. https://training.cochrane.org/handbook/current
   Google Scholar
• Hoover, W., & Gough, P. (1990). The simple view of reading. Reading & Writing: An Interdisciplinary Journal, 2(2), 127–160. https://doi.org/https://doi.org/10.1007/BF00401799
   Web of Science ®Google Scholar
• Kavale, K. A. (2005). Identifying specific learning disability: Is responsiveness to intervention the answer? Journal of Learning Disabilities, 38(6), 553–562. https://doi.org/https://doi.org/10.1177/00222194050380061201
   PubMed Web of Science ®Google Scholar
• *Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. T. (2006). The response to intervention of English language learners at risk for reading problems. Journal of Learning Disabilities, 39(5), 390–398. https://doi.org/https://doi.org/10.1177/00222194060390050201
   PubMed Web of Science ®Google Scholar
• Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual diffrences outcomes. Journal of Educational Psychology, 109(7), 889. https://doi.org/https://doi.org/10.1037/edu0000181
   PubMed Web of Science ®Google Scholar
• Malmgren, K. W., & Leone, P. E. (2000). Effects of a short-term auxiliary reading program on the reading skills of incarcerated youth. Education & Treatment of Children, 23(3), 239–247. https://www.jstor.org/stable/42899617?seq=1#metadata_info_tab_contents
   Google Scholar
• National Reading Panel (US), national institute of child health, human development (US), national reading excellence initiative, national institute for literacy (US), united states. public health service, & united states department of health. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health. https://www.nichd.nih.gov/publications/pubs/nrp/smallbook
   Google Scholar
• Nilvius, C. (2020). Merging lesson study and response to intervention. International Journal for Lesson and Learning Studies, 9(3), 277–288. https://doi.org/https://doi.org/10.1108/IJLLS-02-2020-0005
   Web of Science ®Google Scholar
• No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 101, Stat. 1425 (2002).
   Google Scholar
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ (Online), 372, N71. https://doi.org/https://doi.org/10.1136/bmj.n71
   PubMed Web of Science ®Google Scholar
• Partanen, M., & Siegel, L. S. (2014). Long-term outcome of the early identification and intervention of reading disabilities. Reading and Writing, 27(4), 665–684. https://doi.org/http://dx.doi.org/10.1007/s11145-013-9472-1
   Web of Science ®Google Scholar
• Renkewitz, F., & Keiner, M. (2019). How to detect publication bias in psychological research. Zeitschrift für Psychologie, 227(4), 261–279. https://doi.org/https://doi.org/10.1027/2151-2604/a000386
   Web of Science ®Google Scholar
• Reynolds, C. R., & Shaywitz, S. E. (2009). Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 24(2), 130. https://doi.org/https://doi.org/10.1037/a0016158
   PubMed Web of Science ®Google Scholar
• Scheltinga, F., Van Der Leij, A., & Struiksma, C. (2010). Predictors of response to intervention of word reading fluency in dutch. Journal of Learning Disabilities, 43(3), 212–228. https://doi.org/https://doi.org/10.1177/0022219409345015
   PubMed Web of Science ®Google Scholar
• Schimmack, U. (2016). A Revised Introduction to the R-Index. Replicability-Index: Improving the Replicability of Empirical Research. Online: 2016.01. 31. https://replicationindex.com/2016/01/31/a-revised-introduction-to-the-r-index/
   Google Scholar
• Schönbrodt, F. D. (2018). p-checker: One-for-all p-value analyzer. http://shinyapps.org/apps/p-checker/
   Google Scholar
• Shaw, S. R., & Pecsi, S. (2020). When is the evidence sufficiently supportive of real‐world application? Evidence‐based practices, open science, clinical readiness level. Psychology in the Schools, 58(10), 1891–1901. https://doi.org/https://doi.org/10.1002/pits.22537
   Web of Science ®Google Scholar
• *Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O.-M., Simmons, L., Johnson, C., … Crevecoeur, Y. C. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners’ response. Exceptional Children, 77(2), 207–228. https://doi.org/https://doi.org/10.1177/001440291107700204
   Web of Science ®Google Scholar
• Simonsohn, U., Nelson, L. D., & Simmons, J. P. (2014). p-Curve and effect size: Correcting for publication bias using only significant results. Perspectives on Psychological Science, 9(6), 666–681. https://doi.org/https://doi.org/10.1177/1745691614553988
   Web of Science ®Google Scholar
• Snook, I., O’Neill, J., Clark, J., O’Neill, A.-M., & Openshaw, R. (2009). Invisible learnings?: A commentary on john hattie’s book – ‘visible learning: A synthesis of over 800 meta-analyses relating to achievement’. New Zealand Journal of Educational Studies, 44(1), 93–106.
   Google Scholar
• Stanley, T. D., & Doucouliagos, H. (2014). Meta-regression approximations to reduce publication selection bias. Research Synthesis Methods, 5(1), 60–78. https://doi.org/https://doi.org/10.1002/jrsm.1095
   PubMed Web of Science ®Google Scholar
• Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. https://doi.org/https://doi.org/10.1598/rrq.21.4.1
   Web of Science ®Google Scholar
• Stecker, P. M., Fuchs, D., & Fuchs, L. S. (2017). Progress monitoring as essential practice within Response to Intervention. Rural Special Education Quarterly, 27(4), 10–17. https://doi.org/https://doi.org/10.1177/875687050802700403
   Google Scholar
• Sterne, J. A. C., Savović, J., Page, M. J., Elbers, R. G., Blencowe, N. S., Boutron, I., … Higgins, J. P. T. (2019). RoB 2: A revised tool for assessing risk of bias in randomised trials. BMJ, 366, l4898. https://doi.org/https://doi.org/10.1136/bmj.l4898
   PubMed Web of Science ®Google Scholar
• Torgesen, J. K., Rashotte, C. A., & Wagner, R. K. (1999). TOWRE: Test of word reading efficiency. Pro-
   Google Scholar
• van Assen, M. A., Van Aert, R. C., & Wicherts, J. M. (2015). Meta-analysis using effect size distributions of only statistically significant studies. Psychological Methods, 20(3), 293–309. https://doi.org/https://doi.org/10.1037/met0000025
   PubMed Web of Science ®Google Scholar
• Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. RMC Research Corporation, Center on Instruction.
   Google Scholar
• Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. https://doi.org/https://doi.org/10.18637/jss.v036.i03
   Web of Science ®Google Scholar
• Walwyn, R., & Roberts, C. (2015). Meta-analysis of absolute mean differences from randomised trials with treatment-related clustering associated with care providers. Statistics in Medicine, 34(6), 966–983. https://doi.org/https://doi.org/10.1002/sim.6379
   PubMed Web of Science ®Google Scholar
• Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Journal of Learning Disabilities, 51(6), 612–624. https://doi.org/https://doi.org/10.1177/0022219418775110
   PubMed Web of Science ®Google Scholar
• Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541–561. https://doi.org/https://doi.org/10.1080/02796015.2007.12087917
   Web of Science ®Google Scholar
• Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A., & Capin, P. (2016). Meta-analyses of the effects of Tier 2 type reading interventions in Grades K–3. Educational Psychology Review, 28(3), 551–576. https://doi.org/http://dx.doi.org/10.1007/s10648-015-9321-7
   PubMed Web of Science ®Google Scholar
• Woodcock, R. (1998). Woodcock reading mastery tests–revised, normative update (WRMT-Rnu). American Guidance Service.
   Google Scholar