Loading...
Is "response/no response" too simple a notion for RTI frameworks? Exploring multiple response types with latent profile analysis
Peng, Peng Fuchs, Douglas Fuchs, Lynn S. Cho, Eunsoo Elleman, Amy M. Kearns, Devin M. Patton III, Samuel Compton, Donald L.
Peng, Peng
Fuchs, Douglas
Fuchs, Lynn S.
Cho, Eunsoo
Elleman, Amy M.
Kearns, Devin M.
Patton III, Samuel
Compton, Donald L.
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
Date
2020
Type
Journal article
Journal
Journal of Learning Disabilities
Book
Volume
53
Issue
6
Page Range
454-468
Article Number
ACU Department
Faculty of Education and Arts
Collections
Files
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Open
Controlled
Controlled