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Direct linkPeng, Peng; Fuchs, Douglas; Fuchs, Lynn S.; Cho, Eunsoo; Elleman, Amy M.; Kearns, Devin M.; Patton, Samuel, III; Compton, Donald L. – Journal of Learning Disabilities, 2020
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…
Descriptors: Response to Intervention, Reading Comprehension, Reading Programs, Reading Instruction
Fuchs, Douglas; Kearns, Devin M.; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K.; Patton, Samuel; Peng, Peng; Compton, Donald L. – Exceptional Children, 2019
Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program's decoding/fluency and reading comprehension dimensions (DF and COMP),…
Descriptors: Grade 1, Reading Instruction, Reading Comprehension, Reading Programs
Toste, Jessica R.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Gilbert, Jennifer K.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette D. – Learning Disability Quarterly, 2014
The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…
Descriptors: Profiles, Grade 1, Intervention, Reading Programs
