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Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis
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Peng, 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
An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties
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Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin – Journal of Learning Disabilities, 2015
This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties