The Critical Role of Word Reading as a Predictor of Response to Intervention
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Click to EnlargeDiffering levels of word reading performance at pretest predict fourth-grade struggling readers response to reading interventions
Conclusions:
- Word reading is a critical predictor of response to intervention for students with significant comprehension problems in the upper elementary grades.
- Students with the most substantial word reading problems may require more intensive and individualized treatments than students with greater word reading performance to show meaningful progress in reading.
- Low word reading should be considered a "trigger" for additional assessment and highly intensive intervention.
More research is needed to determine why certain academic measures predict word reading proficiency group membership
Suggested Citation
National Center on Improving Literacy (2023). The Critical Role of Word Reading as a Predictor of Response to Intervention. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://www.improvingliteracy.org.
References
Vaughn, S., Capin, P., Scammacca, N., Roberts, G., Cirino, P., & Fletcher, J. M. (2019). The Critical Role of Word Reading as a Predictor of Response to Intervention. Journal of Learning Disabilities, 22219419891412. Advance online publication. https://doi.org/10.1177/0022219419891412
Abstract
This study examined fourth-grade struggling readers and found that word reading performance recorded at pretest predicted these readers’ responses to intervention when it was administered. Students with the most substantial word reading problems may require more intensive and individualized treatments.
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Topic: Fluency with Text
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The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2024 National Center on Improving Literacy. https://www.improvingliteracy.org
