Is "response/no response" too simple a notion for RTI frameworks? Exploring multiple response types with latent profile analysis
Journal article
Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Cho, Eunsoo, Elleman, Amy M., Kearns, Devin M., Patton III, Samuel and Compton, Donald L.. (2020). Is "response/no response" too simple a notion for RTI frameworks? Exploring multiple response types with latent profile analysis. Journal of Learning Disabilities. 53(6), pp. 454-468. https://doi.org/10.1177/0022219420931818
Authors | Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Cho, Eunsoo, Elleman, Amy M., Kearns, Devin M., Patton III, Samuel and Compton, Donald L. |
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Abstract | We conducted a secondary analysis of data from a randomized control trial to explore this question: Does “response/no response” best characterize students’ reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers’ word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data were also obtained on domain-specific skills (letter knowledge, decoding, passage comprehension, language) and domain-general skills (working memory, non-verbal reasoning). Latent profile analysis of word reading across the three time points with controls as a local norm revealed a strongly responsive group (n = 45) with mean word-reading z scores of 0.25, 1.64, and 1.26 at the three time points, respectively; a mildly responsive group (n = 109), z scores = 0.30, 0.47, and 0.55; a mildly non-responsive group (n = 90), z scores = −0.11, −0.15, and −0.55; and a strongly non-responsive group (n = 21), z scores = −1.24, −1.26, and −1.57. The two responsive groups had stronger pretreatment letter knowledge and passage comprehension than the two non-responsive groups. The mildly non-responsive group demonstrated better pretreatment passage comprehension than the strongly non-responsive group. No domain-general skill distinguished the four groups. Findings suggest response to early reading intervention was more complicated than response/no response, and pretreatment reading comprehension was an important predictor of response even with pretreatment word reading controlled. |
Keywords | latent profile analysis; at-risk readers; reading comprehension; domain-specific and domain-general skills; RTI |
Year | 2020 |
Journal | Journal of Learning Disabilities |
Journal citation | 53 (6), pp. 454-468 |
Publisher | SAGE Publications |
ISSN | 0022-2194 |
Digital Object Identifier (DOI) | https://doi.org/10.1177/0022219420931818 |
PubMed ID | 32623947 |
Scopus EID | 2-s2.0-85087465089 |
PubMed Central ID | PMC7537763 |
Open access | Published as green open access |
Funder | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), National Institutes of Health |
Author's accepted manuscript | License File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 04 Jul 2020 |
Publication process dates | |
Deposited | 13 Feb 2025 |
Grant ID | R01HD056109 |
P20HD075443 | |
HD15052 |
https://acuresearchbank.acu.edu.au/item/91565/is-response-no-response-too-simple-a-notion-for-rti-frameworks-exploring-multiple-response-types-with-latent-profile-analysis
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Author's accepted manuscript
AM_Peng_2020_Is_response_no_response_too_simple.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
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