Predictors of Responsiveness to Early Literacy Intervention

Lam, Elizabeth A.; McMaster, Kristen L.

doi:10.1177/0731948714529772

Cited by 43 publications

(48 citation statements)

References 36 publications

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“…In a recent literature review of response to RTI, Lam and McMaster (in press) extended prior syntheses describing responsiveness to multi-tier interventions (e.g., Authors; Nelson, Benner & Gonzalez, 2003; Tran, Sanchez, Arellano,& Swanson, 2011) by reporting that students’ initial word identification, alphabetic principle, phonemic awareness, and fluency consistently predicted their responsiveness. Their findings appear to corroborate Vellutino et al's (2006) hypothesis that inadequate responders demonstrate a pattern along a continuum of severity on a variety of reading-related variables.…”

Section: Longitudinal Multi-tier Rti Researchmentioning

confidence: 96%

“…In the process, students with true cognitive-based reading disability could be identified. However, there is limited knowledge of the Tier 3 interventions for students with the most significant difficulties and disabilities; fewer still which have examined response to intervention longitudinally (Lam & McMaster, in press). Such knowledge could guide the next generation of RTI and special education research, particularly in terms of intervention design for students with persistent reading problems.…”

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confidence: 99%

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Long-Term Effects of First-Grade Multitier Intervention

Otaiba

Kim

Wanzek

et al. 2014

Journal of Research on Educational Effectiveness

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The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.

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Section: Longitudinal Multi-tier Rti Researchmentioning

confidence: 96%

mentioning

confidence: 99%

Long-Term Effects of First-Grade Multitier Intervention

Otaiba

Kim

Wanzek

et al. 2014

Journal of Research on Educational Effectiveness

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“…Although SES is relatively easy to measure and known to be associated with reading skill, very few studies have asked whether participant response to an intervention varies in relation to SES. A review of 14 studies reported behavioral factors predicting responsiveness to literacy interventions (Lam and McMaster 2014).…”

Section: Introductionmentioning

confidence: 99%

Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention

et al. 2017

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SES AND NEUROANATOMY IN READING DISABILITY 2Although reading disability (RD) and socioeconomic status (SES) are independently associated with variation in reading ability and brain structure/function, the joint influence of SES and RD on neuroanatomy and/or response to intervention is unknown. Sixty-five children with RD (ages 6 to 9) with diverse SES were assigned to an intensive, 6-week summer reading intervention (n = 40) or to a waiting-list control group (n = 25). Before and after, all children completed standardized reading assessments and magnetic resonance imaging (MRI) to measure cortical thickness. At baseline, higher SES correlated with greater vocabulary and greater cortical thickness in bilateral perisylvian and supramarginal regions-especially in left pars opercularis.Within the intervention group, lower SES was associated with both greater reading improvement and greater cortical thickening across broad, bilateral occipitotemporal and temporoparietal regions following the intervention. Additionally, treatment responders (n = 20), compared to treatment non-responders (n = 19), exhibited significantly greater cortical thickening within similar regions. The waiting control and non-responder groups exhibited developmentallytypical, non-significant cortical thinning during this time period. These findings indicate that effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments. (Word count: 197)

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“…One way to identify students in need of intensive intervention is to examine reading achievement prior to intervention. Research has noted that very low levels of initial reading achievement predict later low levels of reading achievement even when these students are provided less intensive Tier 2 type interventions (Al Otaiba & Fuchs, 2002; Lam & McMaster, 2014; Nelson, Benner, & Gonzalez, 2003; Vaughn & Linan-Thompson, 2003). Deficits in phonological awareness, rapid naming, fluency, and the alphabetic principle appear to be the most consistent predictors of initial response to intervention (Al Otaiba & Fuchs, 2002; Lam & McMaster, 2014; Nelson et al, 2003).…”

mentioning

confidence: 99%

Current Evidence on the Effects of Intensive Early Reading Interventions

et al. 2018

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Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size (ES) estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided.

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Predictors of Responsiveness to Early Literacy Intervention

Cited by 43 publications

References 36 publications

Long-Term Effects of First-Grade Multitier Intervention

Long-Term Effects of First-Grade Multitier Intervention

Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention

Current Evidence on the Effects of Intensive Early Reading Interventions

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