A Century of Progress

Scammacca, Nancy; Roberts, Garrett J.; Cho, Eunsoo; Williams, Kelly J.; Roberts, Greg; Vaughn, Sharon; Carroll, Megan

doi:10.3102/0034654316652942

Cited by 75 publications

(32 citation statements)

References 172 publications

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“…however, we believe that it is important to note that explicit vocabulary instruction in the intervention did improve students' knowledge of words taught in the intervention and these practices could be beneficial for this population of students. Interventions that target vocabulary typically have large effects on vocabulary outcomes for adolescent struggling readers (Scammacca et al, 2015;2016), and our finding is in line with previous studies of vocabulary instruction for older students with difficulties.…”

Section: Vocabularysupporting

confidence: 92%

Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities

Williams

Vaughn

2019

Learning Disability Quarterly

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English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD ( n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure ( g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school.

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Section: Vocabularysupporting

confidence: 92%

Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities

Williams

Vaughn

2019

Learning Disability Quarterly

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“…For one, publication year was associated with fidelity reporting, with results indicating fidelity reporting increased over time. This finding was expected given the quality of educational research methodology has improved over time (Scammacca et al 2016; Vaughn and Swanson 2015). It also aligns with the previous research showing that syntheses conducted more recently (Swanson et al 2011; Wheeler et al 2006) found higher numbers of treatment fidelity reported than earlier syntheses (Gresham et al 1993; Gresham et al 2000).…”

Section: Discussionmentioning

confidence: 80%

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

2017

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Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, The Journal of Special Education, 47, 3–13, 2011) in educational interventions and fidelity data are seldom used to analyze its relation to student outcomes (O’Donnell, Review of Educational Research, 78(1), 33–84, 2008). The purpose of this synthesis was to examine how treatment fidelity is supported, measured, and reported in reading intervention studies conducted with students at risk or with reading difficulties in grades K–3 from 1995 through 2015. All studies (k = 175) were coded to extract and classify information related to (a) the characteristics of the intervention study (e.g., publication year, research design); (b) treatment implementer training and support; (c) treatment fidelity data collection procedures, dimensions (i.e., adherence, quality, receipt, dosage, and differentiation), and levels of treatment fidelity data; and (d) the use of fidelity scores in the analysis of treatment effects. Results indicated that less than half (47%) of the reading intervention studies synthesized reported treatment fidelity data (numeric or narrative). Exploratory analyses showed that several study features were associated with the prevalence of fidelity reporting. Studies reporting treatment fidelity largely measured treatment adherence, and scores were, on average, high. Other dimensions of treatment fidelity (e.g., treatment differentiation), and analyses relating fidelity data to outcomes, were consistently absent from the corpus of reading intervention studies reviewed. Recommendations for enhancing how treatment fidelity data in intervention studies are collected and reported are presented.

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“…These consistently strong impacts for reading interventions have not continued beyond Grade 3 with findings for students in the upper elementary (e.g., James-Burdumy et al, 2012;Scammacca et al, 2015;Wanzek & Roberts, 2012;Wanzek et al, 2010) and secondary grades (e.g., Cheung et al, 2016;Kemple et al, 2008;Lang et al, 2009;Scammacca et al, 2015Scammacca et al, , 2016 yielding typically smaller effects. A meta-analysis of reading interventions for students in fourth grade and beyond (Scammacca et al, 2015) reported an overall mean effect (d) of 0.49 for all measures and 0.21 for standardized measures across 82 study-wise effect sizes.…”

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confidence: 97%

The Critical Role of Word Reading as a Predictor of Response to Intervention

et al. 2019

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This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties ( N = 481) were classified into three clusters of word reading proficiency based on their pretest performance: (a) very low, (b) low, and (c) near adequate. We examined their performance on several academic, language, and executive functioning measures at the beginning of the year and their reading comprehension performance at the beginning of year and after 1 year of reading intervention to examine how each cluster responded to instruction. Results from a discriminant function analysis indicated that performance on five pretest variables were meaningful predictors of word reading proficiency cluster membership: phonological processing, writing fluency, math calculation, math fluency, and reading efficiency and comprehension. Results also demonstrated that word reading proficiency at pretest was related to response to intervention on reading comprehension measures. Students in the very low word reading proficiency cluster showed minimal response to intervention whereas the near-adequate word reading cluster demonstrated greatest response to intervention. These results suggest word reading is a critical predictor of response to intervention for students with significant comprehension problems in the upper elementary grades and that students with the most substantial word reading problems may require more intensive and specialized treatments than students with greater word reading performance to show meaningful progress in reading.

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A Century of Progress

Cited by 75 publications

References 172 publications

Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities

Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

The Critical Role of Word Reading as a Predictor of Response to Intervention

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