Adequate Versus Inadequate Response to Reading Intervention: An Event-Related Potentials Assessment

REFERENCES

• Ackerman , P. T. , Dykman , R. A. and Oglesby , D. M. 1994 . Visual event-related potentials of dyslexic children to rhyming and nonrhyming stimuli . Journal of Clinical and Experimental Neuropsychology , 16 ( 1 ) : 138 – 154 .
   Google Scholar
• Al Otaiba , S. and Fuchs , D. 2002 . Characteristics of children who are unresponsive to early literacy intervention: A review of the literature . Remedial and Special Education , 23 : 300 – 315 .
   Google Scholar
• Aylward , E. H. , Richards , T. L. , Berniger , V. W. , Nagy , W. E. , Field , K. M. , Grimme , A. C. and Cramer , S. C. 2003 . Instructional treatment associated with changes in brain activation in children with dyslexia . Neurology , 61 : 212 – 219 .
   Google Scholar
• Bergmann , J. , Hutzler , F. , Klimesch , W. and Wimmer , H. 2005 . How is dysfluent reading reflected in the ERP? . Journal of Neurolinguistics , 18 : 153 – 165 .
   Google Scholar
• Bonte , M. L. and Blomert , L. 2004 . Developmental dyslexia: ERP correlates of anomalous phonological processing during spoken word recognition . Cognitive Brain Research , 21 : 360 – 376 .
   Google Scholar
• Compton , D. L. , Fuchs , D. , Fuchs , L. S. and Bryant , J. D. 2006 . Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures . Journal of Educational Psychology , 98 : 394 – 409 .
   Google Scholar
• Davis , N. , Barquero , L. , Compton , D. L. , Fuchs , L. S. , Fuchs , D. , Gore , J. C. and Anderson , A. W. 2011 . Functional correlates of children's responsiveness to intervention . Developmental Neuropsychology , 36 ( 3 ) : 288 – 301 .
   Google Scholar
• Dainer , K. B. , Klorman , R. , Salzman , L. F. , Hess , D. W. , Davidson , P. W. and Michael , R. L. 1981 . Learning-disordered children's evoked potentials during sustained attention . Journal of Abnormal Child Psychology , 9 ( 1 ) : 79 – 94 .
   Google Scholar
• Denton , C. A. , Cirino , P. T. , Barth , A. E. , Romain , M. , Vaughn , S. , Wexler , J. , Francis , D. J. and Fletcher , J. M. 2011 . An experimental study of scheduling and duration of “Tier 2” first grade reading intervention . Journal of Research on Educational Effectiveness , 4 : 208 – 230 .
   Google Scholar
• Denton , C. A. , Tolar , T. D. , Barth , A. E. , Cirino , P. T. , Romain , M. , Fletcher , J. M. and Vaughn , S. Effects of intensive reading intervention for students previously unresponsive to supplemental intervention. , under review
   Google Scholar
• Dien , J. 1998 . Issues in the application of the average reference: Reviews, critiques, and recommendations . Behavioral Research Methods, Instruments, & Computers , 30 ( 1 ) : 34 – 43 .
   Google Scholar
• Farris , E. A. , Odegard , T. N. , Miller , H. L. , Ring , J. , Allen , G. and Black , J. 2011 . Functional connectivity between the left and right inferior frontal lobes in a small sample of children with and without reading difficulties . Neuroscase , 17 ( 5 ) : 425 – 439 .
   Google Scholar
• Fletcher , J. F. , Lyon , G. R. , Fuchs , L. S. and Barnes , M. A. 2007 . Learning disabilities: From identification to intervention , New York , NY : Guilford Press .
   Google Scholar
• Fletcher , J. F. , Steubing , K. K. , Barth , A. E. , Denton , C. A. , Cirino , P. T. , Francis , D. J. and Vaughn , S. 2011 . Cognitive correlates of inadequate response to reading intervention . School Psychology Review , 40 : 3 – 22 .
   Google Scholar
• Frost , S. J. , Landi , N. , Mencl , W. E. , Sandak , R. , Fulbright , R. K. , Tejada , E. T. and Pugh , K. R. 2009 . Phonological awareness predicts activation patterns for print and speech . Annals of Dyslexia , 59 ( 1 ) : 78 – 97 .
   Google Scholar
• Fuchs , D. and Fuchs , L. S. 2006 . Introduction to response to intervention: What, why, and how valid is it? . Reading Research Quarterly , 41 : 92 – 99 .
   Google Scholar
• Holcomb , P. J. , Ackerman , P. T. and Dykman , R. A. 1985 . Cognitive event-related brain potentials in children with attention and reading deficits . Psychophysiology , 22 ( 6 ) : 656 – 667 .
   Google Scholar
• Justice , L. M. 2006 . Evidence-based practice, response to intervention, and the prevention of reading difficulties . Language, Speech, and Hearing Services in Schools , 37 : 284 – 297 .
   Google Scholar
• Lovrich , D. , Cheng , J. C. and Velting , D. M. 2003 . ERP correlates of form and rhyme letter tasks in impaired reading children: A critical evaluation . Child Neuropsychology , 9 ( 3 ) : 159 – 174 .
   Google Scholar
• Mathes , P. G. , Denton , C. A. , Fletcher , J. M. , Anthony , J. L. , Francis , D. J. and Schatschneider , C. 2005 . The effects of theoretically different instruction and student characteristics on the skills of struggling readers . Reading Research Quarterly , 40 ( 2 ) : 148 – 182 .
   Google Scholar
• Maxwell , S. E. and Delaney , H. D. 2004 . Designing experiments and analyzing data: A model comparison perspective ( , 2nd , Mahwah , NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Meyler , A. , Keller , T. A. , Cherkassky , V. L. , Gabrieli , J. D. E. and Just , M. A. 2008 . Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: A longitudinal study of neuroplasticity . Neuropsychologia , 46 : 2580 – 2592 .
   Google Scholar
• Molfese , D. L. , Key , A. F. , Kelly , S. , Cunningham , N. , Terrell , S. , Ferguson , M. and Bonebright , T. 2006 . Below-average, average, and above-average readers engage in different and similar brain regions while reading . Journal of Learning Disabilities , 39 ( 4 ) : 352 – 363 .
   Google Scholar
• Nelson , J. R. , Benner , G. J. and 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
• Odegard , T. N. , Ring , J. , Smith , S. , Biggan , J. and Black , J. 2008 . Differentiating the neural response to intervention in children with developmental dyslexia . Annals of Dyslexia , 58 : 1 – 14 .
   Google Scholar
• Perfetti , C. A. and Bolger , D. J. 2004 . The brain might read that way . Scientific Studies of Reading , 8 ( 3 ) : 293 – 304 .
   Google Scholar
• Perrin , F. , Pernier , J. , Bertrand , O. and Echallier , J. F. 1989 . Spherical splines for scalp potential and current density mapping . Electroencephalography and Clinical Neurophysiology , 72, 184– 187
   Google Scholar
• Picton , T. W. , Bentin , S. , Berg , P. , Donchin , E. , Hillyard , S. A. , Johnson , R. Jr and Taylor , M. J. 2000 . Guidelines for using human event-related potentials to study cognition: Recording standards and publication criteria . Psychophysiology , 37 : 127 – 152 .
   Google Scholar
• Pugh , K. , Frost , S. , Sandak , R. , Landi , N. , Rueckl , J. , Constable , R. and Mencl , E. 2008 . Effects of stimulus difficulty and repetition on printed word identification: An fMRI comparison of nonimpaired and reading-disabled adolescent cohorts . Journal of Cognitive Neuroscience , 20 : 1146 – 1160 .
   Google Scholar
• Pugh , K. , Mencl , E. , Jenner , A. , Ren Lee , J. , Katz , L. , Frost , S. and Shaywitz , B. 2001 . Neuroimaging studies of reading development and reading disability . Learning Disabilities Research & Practice , 16 : 240 – 249 .
   Google Scholar
• Shaywitz , B. A. , Shaywitz , S. E. , Blachman , B. A. , Pugh , K. R. , Fulbright , R. K. , Skudlarski , P. and Gore , J. C. 2004 . Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention . Biological Psychology , 55 : 926 – 933 .
   Google Scholar
• Simos , P. G. , Fletcher , J. M. , Bergman , E. , Breier , J. I. , Foorman , B. R. , Castillo , E. M. and Papanicolaou , A. C. 2002 . Dyslexia-specific brain activation profile becomes normal following successful remedial training . Neurology , 58 : 1203 – 1213 .
   Google Scholar
• Simos , P. G. , Fletcher , J. M. , Denton , C. , Sarkari , S. , Billingsley-Marshall , R. and Papanicolaou , A. C. 2006 . Magnetic source imaging studies of dyslexia interventions . Developmental Neuropsychology , 30 ( 1 ) : 591 – 611 .
   Google Scholar
• Simos , P. G. , Fletcher , J. M. , Sarkari , S. , Billingsley-Marshall , R. , Denton , C. A. and Papanicolaou , A. C. 2007 . Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities . Journal of Learning Disabilities , 40 ( 1 ) : 37 – 48 .
   Google Scholar
• Simos , P. G. , Fletcher , J. M. , Sarkari , S. , Billingsley , R. L. , Francis , D. J. , Castillo , E. M. and Papanicolaou , A. C. 2005 . Early development of neurophysiological processes involved in normal reading and reading disability: A magnetic source imaging study . Neuropsychology , 19 ( 6 ) : 787 – 798 .
   Google Scholar
• Symann-Louett , N. , Gascon , G. G. , Matsumiya , Y. and Lombroso , C. 1977 . Wave form difference in visual evoked responses between normal and reading disabled children . Neurology , 27 : 156 – 159 .
   Google Scholar
• Taylor , M. J. and Keenan , N. K. 1990 . Event-related potentials to visual and language stimuli in normal and dyslexic children . Psychophysiology , 27 ( 3 ) : 318 – 327 .
   Google Scholar
• Temple , E. , Deutsch , G. K. , Poldrack , R. A. , Miller , S. L. , Tallal , P. , Merzenich , M. M. and Gabrieli , J. D. 2003 . Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI . Proceedings of the National Academy of Sciences of the United States of America , 100 ( 5 ) : 2860 – 2865 .
   Google Scholar
• Torgesen , J. K. , Alexander , A. W. , Wagner , R. K. , Rashotte , C. A. , Voeller , K. K. S. and Conway , T. 2001 . Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches . Journal of Learning Disabilities , 34 ( 1 ) : 33 – 58 .
   Google Scholar
• Vellutino , F. R. , Scanlon , D. M. , Small , S. and Fanuele , D. P. 2006 . Response to intervention as a vehicle for distinguishing between reading disabled and non-reading disabled children: Evidence for teh role of kindergarten and first grade intervention . Journal of Learning Disabilities , 39 ( 2 ) : 157 – 169 .
   Google Scholar
• Vellutino , F. R. , Scanlon , D. M. , Zhang , H. and Schatschneider , C. 2008 . Using response to kindergarten and first grade intervention to identify children at-risk for long term reading difficulties . Reading and Writing , 21 : 437 – 480 .
   Google Scholar
• Woodcock , R. M. and Johnson , M. B. 1989 . Woodcock-Johnson Psychoeducational Battery–Revised , Allen , TX : DLM Teaching Resources .
   Google Scholar