Literature DB >> 22224065

The importance of measuring growth in response to intervention models: Testing a core assumption.

Christopher Schatschneider1, Richard K Wagner, Elizabeth C Crawford.   

Abstract

A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models.

Entities:  

Year:  2008        PMID： 22224065      PMCID： PMC3249752          DOI： 10.1016/j.lindif.2008.04.005

Source DB:  PubMed          Journal:  Learn Individ Differ        ISSN： 1041-6080


  9 in total

1.  The validity of discrepancy-based definitions of reading disabilities.

Authors:  J M Fletcher; D J Francis; B P Rourke; S E Shaywitz; B A Shaywitz
Journal:  J Learn Disabil       Date:  1992-11

2.  An evaluation of the discrepancy definition of dyslexia.

Authors:  L S Siegel
Journal:  J Learn Disabil       Date:  1992-12

3.  Learning disabilities identification: primary intervention, secondary intervention, and then what?

Authors:  Daniel J Reschly
Journal:  J Learn Disabil       Date:  2005 Nov-Dec

4.  Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient.

Authors:  David J Francis; Jack M Fletcher; Karla K Stuebing; G Reid Lyon; Bennett A Shaywitz; Sally E Shaywitz
Journal:  J Learn Disabil       Date:  2005 Mar-Apr

5.  Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.

Authors:  R K Wagner; J K Torgesen; C A Rashotte; S A Hecht; T A Barker; S R Burgess; J Donahue; T Garon
Journal:  Dev Psychol       Date:  1997-05

6.  Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.

Authors:  J K Torgesen; A W Alexander; R K Wagner; C A Rashotte; K K Voeller; T Conway
Journal:  J Learn Disabil       Date:  2001 Jan-Feb

Review 7.  Dynamic assessment and response to intervention: two sides of one coin.

Authors:  Elena L Grigorenko
Journal:  J Learn Disabil       Date:  2008-12-10

8.  Bidirectional relations of phonological sensitivity and prereading abilities: evidence from a preschool sample.

Authors:  S R Burgess; C J Lonigan
Journal:  J Exp Child Psychol       Date:  1998-08

9.  Discrepancy compared to low achievement definitions of reading disability: results from the Connecticut Longitudinal Study.

Authors:  B A Shaywitz; J M Fletcher; J M Holahan; S E Shaywitz
Journal:  J Learn Disabil       Date:  1992-12
  9 in total
  15 in total

Review 1.  Responsiveness-to-intervention: a decade later.

Authors:  Lynn S Fuchs; Sharon Vaughn
Journal:  J Learn Disabil       Date:  2012 May-Jun

2.  Predicting reading outcomes with progress monitoring slopes among middle grade students.

Authors:  Tammy D Tolar; Amy E Barth; Jack M Fletcher; David J Francis; Sharon Vaughn
Journal:  Learn Individ Differ       Date:  2014-02-01

3.  Using Word Identification Fluency to Monitor First-Grade Reading Development.

Authors:  Rebecca O Zumeta; Donald L Compton; Lynn S Fuchs
Journal:  Except Child       Date:  2012-01

4.  Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression.

Authors:  Eunsoo Cho; Philip Capin; Greg Roberts; Sharon Vaughn
Journal:  J Learn Disabil       Date:  2017-07-30

5.  Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process.

Authors:  Donald L Compton; Douglas Fuchs; Lynn S Fuchs; Bobette Bouton; Jennifer K Gilbert; Laura A Barquero; Eunsoo Cho; Robert C Crouch
Journal:  J Educ Psychol       Date:  2010-05-01

6.  Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.

Authors:  Stephanie Al Otaiba; Jessica S Folsom; Christopher Schatschneider; Jeanne Wanzek; Luana Greulich; Jane Meadows; Zhi Li; Carol M Connor
Journal:  Except Child       Date:  2011

7.  Floor effects associated with universal screening and their impact on the early identification of reading disabilities.

Authors:  Hugh W Catts; Yaacov Petscher; Christopher Schatschneider; Mindy Sittner Bridges; Katherin Mendoza
Journal:  J Learn Disabil       Date:  2008-12-19

8.  Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention.

Authors:  Eunsoo Cho; Donald L Compton; Douglas Fuchs; Lynn S Fuchs; Bobette Bouton
Journal:  J Learn Disabil       Date:  2012-12-04

9.  Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention.

Authors:  Eunsoo Cho; Garrett J Roberts; Philip Capin; Greg Roberts; Jeremy Miciak; Sharon Vaughn
Journal:  Learn Disabil Res Pract       Date:  2015-10-28

10.  Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.

Authors:  Trelani F Milburn; Christopher J Lonigan; Darcey M Allan; Beth M Phillips
Journal:  Learn Individ Differ       Date:  2017-04
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