This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with group sixth-graders. The emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below proficiency level on their slate accountability test were compared to similar struggling readers receiving school-provided instruction. All students received benefits content area teachers who participated in researcher-provided professional development designed...

The purpose of this study was to investigate the relations among oral and silent reading fluency comprehension for students in Grades 6 8 (n = 1,421) use scores identify middle school who are at risk failure on a high-stakes test. Results indicated moderate positive between measures comprehension. Oral (ORF) passages more strongly related than ORF word lists. A group-administered sentence verification test approximated classification accuracy individually administered passages. correlation...

The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious difficulties who had demonstrated low response to (RTI) in both Grades 6 and 7. At beginning Grade 6, cohort identified as having were randomized treatment or comparison conditions. Treatment group received researcher-provided which continued 7 those intervention; no intervention. Participants 8 study members original ( N = 28) 13) conditions failed pass...

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response quality first classroom instruction (Tier 1) and supplemental small-group 2). Also evaluated were cognitive characteristics with intensive intervention. Students receive research (N = 47) or typically provided in their schools 25). Results indicated that received made...

A meta-analysis of 22 studies evaluating the relation different assessments IQ and intervention response did not support hypothesis that is an important predictor to instruction. We found R 2 .03 in models with autoregressor as predictors a unique lower estimated .006 higher .013 IQ, autoregressor, additional covariates predictors. There was no evidence these aggregated effect sizes were moderated by variables such type measure, outcome, age, or intervention. In simulations capacity .001 for...

We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, “What is magnitude association between various baseline child cognitive characteristics and response reading intervention?” Studies were located via literature searches, contact with researchers in field, review references from National Reading Panel Report. Eligible participant populations included at-risk elementary school children enrolled third grade or below. Effects analyzed using shifting unit...

The goal of this study was to collect prospective longitudinal information on the development an epidemiologically defined cohort patients with Tourette syndrome. These data may improve prognostic understanding condition. This will also be important for specification adult phenotype genetic marker studies. A conducted. Fifty-four 73 from our 1986 prevalence syndrome in North Dakota school-aged children were eligible inclusion. subjects diagnosed 1984 and 1985. We able interview 39 54 507...

.The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding fluency criteria (n = 29), only 75), adequate 85), typically achieving 69). measures assessments phonological awareness, rapid letter naming, oral language skills, processing speed, vocabulary, nonverbal problem solving. Comparisons all four identified awareness as the most significant contributor...

The current study explores characteristics that are associated with fledgling psychopathy and educational outcomes relating to reading comprehension performance in a community sample of 432 middle school students. Latent class analysis (LCA) produced four-class solution. Class 1 was large (71.5% sample) ‘‘control’’ group youths no attention/hyperactivity deficits the highest scores. 2 11.6% consistent traits attention deficit hyperactivity disorder (ADHD) predominantly inattentive type. 3...

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for difficulties randomly assigned one three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated 8 64), or distributed (2 62) schedules. All at-risk readers, identified through screening followed by weeks oral fluency (ORF) progress monitoring, received same Tier 2 in groups 4 beginning January Grade 1. Group means...

Considerable research evidence supports the provision of explicit instruction for students at risk reading difficulties; however, one most widely implemented approaches to early is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes and practice skills in favor extended time text. This study evaluated two context supplemental intervention at-risk readers end Grade 1. Students (n = 218) were randomly assigned receive GR intervention, (EX), or typical school (TSI). Both groups...

We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level ability, grade, gender) and text features (passage difficulty, length, genre, language discourse attributes) on oral fluency a sample middle-school students in Grades 6-8 (N = 1,794). Students who were struggling (n 704) typically developing readers 1,028) randomly assigned to read five 1-min passages from each 5 Lexile bands (within range 550 Lexiles). A series...

The authors examine the reassessments of National Reading Panel (NRP) report (National Institute Child Health and Human Development, 2000) by G. Camilli, S. Vargas, M. Yurecko (2003); P. Wolfe, L. Smith (2006); D. Hammill H. Swanson (2006) that disagreed with NRP on magnitude effect systematic phonics instruction. Using coding studies Camilli et al. (2003, 2006), multilevel regression analyses show their findings do not contradict sizes in small to moderate range favoring phonics. Extending...

The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence a pair (Jane's headache went away) were compared conditions where first either causally or temporally related to (Jane took an aspirin vs. Jane looked aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences read more quickly causal condition. There no condition-related time differences lower levels. This...

Historically, researchers, policy makers, and practitioners have sought improved solutions to the issues associated with LD identification decisions. Since passage of P.L. 94–142, numerous methods has been proposed, implemented, studied. While each new method successful, at least partially, in addressing some limitations earlier methods, model is saddled its own set shortcomings. This article argues that factors beyond specific technology significantly influence decision-making process...