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Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School
- Source :
-
School Psychology Review . Dec 2014 43(4):407-427. - Publication Year :
- 2014
-
Abstract
- No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders.
Details
- Language :
- English
- ISSN :
- 0279-6015
- Volume :
- 43
- Issue :
- 4
- Database :
- ERIC
- Journal :
- School Psychology Review
- Publication Type :
- Academic Journal
- Accession number :
- EJ1141781
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.17105/SPR-13-0052.1