Multicomponent Reading Intervention: A Practitioner's Guide.

Discover the effective approach of multicomponent reading interventions, a personalized approach to support elementary grade students with reading difficulties. Explore how teachers can combine word reading, fluency, and comprehension to empower students' reading journey.

Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties.

Purpose: This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time.

Method: Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs ( = 340; 39% female) into subgroups based on their word reading and vocabulary knowledge. Growth models were then fit within each profile to evaluate reading comprehension performance over time.

Error Patterns in the Knowledge-Based Inference-Making of Less Skilled Middle-Grade Readers: An Exploratory Study.

The primary aims of this mixed method study were to (a) examine the effectiveness of a brief inference intervention, (b) compare the types of knowledge-based inferencing errors less skilled middle grade readers make, and (c) evaluate if self-reported cognitive load relates to inferencing. Participants ( = 17) were randomly assigned to a graphic organizer-inference intervention (GO-Inference) ( = 9) or business as usual (BAU) condition ( = 8), and differences between groups were explored for each study purpose. Quantitative and qualitative results suggested that while less skilled readers in the GO-Inference condition made modest progress in forming knowledge-based inferences, they continued to struggle to distinguish relevant versus irrelevant information from text and/or retrieve knowledge necessary to form inferences.

Exploring reading profiles of rural school students.

This study investigates the reading profiles of rural Grade 5 and 6 students (N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students' reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles. Data were analyzed using latent profile analysis.

Scaffolding Inference-making for Adolescents with Disabilities that Impact Reading.

Middle and secondary grade students with disabilities that impact reading, including learning disabilities in reading (LD-R), high functioning autism (HFA), emotional and behavioral disorders (EBD), and students who are at-risk for reading failure due to the effect of poverty often struggle to make knowledge-based inferences while reading informational texts. As a result, this population of students is not able to read for understanding and learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making.

The Role of Knowledge Availability in Forming Inferences with Rural Middle Grade English Learners.

We investigated differences in knowledge-based inferencing between rural, middle grade monolingual English-speaking students and English learners. Students were introduced to facts about an imaginary planet Gan followed by a multi-episode story about Gan. Participants were tested on the accuracy of fact recall and inferences using this knowledge at three time points (i.

Text-based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities.

This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4 graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.

Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers.

Purpose: We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade struggling readers.

Method: A total of 66 middle-grade struggling readers were randomized to treatment (n = 33) and comparison (n = 33) conditions. Students in the treatment group received explicit instruction in 4 inference strategies (i.

Cognitive Difficulties in Struggling Comprehenders and their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models.

Difficulties suppressing previously encountered, but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These "extreme" group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects.

Physiological Arousal and Juvenile Psychopathy: Is Low Resting Heart Rate Associated with Affective Dimensions?

A wealth of past research has examined the relationship between low physiological arousal and violence or antisocial behavior. Relatively little research; however, has examined the relationship between low physiological arousal and psychopathic traits, with even less having been conducted with juveniles. The current study attempts to fill this gap by evaluating juveniles' physiological arousal using resting heart rate and their levels of psychopathic traits.

Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis.

We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, "What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?" Studies were located via literature searches, contact with researchers in the field, and review of references from the National Reading Panel Report. Eligible participant populations included at-risk elementary school children enrolled in the third grade or below. Effects were analyzed using a shifting unit of analysis approach within three statistical models: cognitive characteristics predicting growth curve slope (Model 1, mean r r = .

The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers.

Reading comprehension is an essential academic skill (Nash & Snowling, 2006; National Reading Panel, National Institute of Child Health and Human Development, 2000). Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education Statistics [NCES], 2013). This suggests that when reading grade-level texts, a large percentage of middle-grade readers are not able to accurately connect important ideas in text, form inferences that integrate information in text with general knowledge of the topic, and synthesize common ideas across various texts (NCES, 2013).

Inferential Processing among Adequate and Struggling Adolescent Comprehenders and Relations to Reading Comprehension.

Separate mixed model analyses of variance (ANOVA) were conducted to examine the effect of textual distance on the accuracy and speed of text consistency judgments among adequate and struggling comprehenders across grades 6-12 ( = 1203). Multiple regressions examined whether accuracy in text consistency judgments uniquely accounted for variance in comprehension. Results suggest that there is considerable growth across the middle and high school years, particularly for adequate comprehenders in those text integration processes that maintain local coherence.

The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students.

The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin).

The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance.

We evaluated the technical adequacy of oral reading fluency (ORF) probes in which 1,472 middle school students with and without reading difficulties read fluency probes for 60 s versus reading the full passage. Results suggested that the reliability of 60-s probes (s ≥ .75) was not substantively different than full passage probes (s ≥ .

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.

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 ( = 77) and inadequate responders who fell below criteria in (a) comprehension ( = 54); (b) fluency ( = 45); and (c) decoding, fluency, and comprehension (DFC; = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning.

Anxiety and Response to Reading Intervention among First Grade Students.

Background: For school-aged children with reading difficulties, an emerging and important area of investigation concerns determining predictors of intervention response. Previous studies have focused exclusively on cognitive and broadly defined behavioral variables. What has been missing, however, are studies examining anxiety, which is among the most commonly experienced difficulty for youth.

AGREEMENT AND COVERAGE OF INDICATORS OF RESPONSE TO INTERVENTION: A MULTI-METHOD COMPARISON AND SIMULATION.

Purpose: Agreement across methods for identifying students as inadequate responders or as learning disabled is often poor. We report (1) an empirical examination of final status (post-intervention benchmarks) and dual-discrepancy growth methods based on growth during the intervention and final status for assessing response to intervention; and (2) a statistical simulation of psychometric issues that may explain low agreement.

Methods: After a Tier 2 intervention, final status benchmark criteria were used to identify 104 inadequate and 85 adequate responders to intervention, with comparisons of agreement and coverage for these methods and a dual-discrepancy method.

An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties.

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students ( = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI).

Predicting reading outcomes with progress monitoring slopes among middle grade students.

Effective implementation of response-to-intervention (RTI) frameworks depends on efficient tools for monitoring progress. Evaluations of growth (i.e.

The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students.

We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6-8 ( = 1,794). Students who were struggling ( = 704) and typically developing readers ( = 1,028) were randomly assigned to read five 1-min passages from each of 5 Lexile bands (within student range of 550 Lexiles). A series of multilevel analyses showed that student and text characteristics contributed uniquely to oral reading fluency rates.

Reading skill components and impairments in middle school struggling readers.

This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled for struggling readers (n = 1,025) on the basis of the state reading comprehension proficiency measure. Multigroup confirmatory factor analyses showed partial invariance among struggling and typical readers (with differential loadings for fluency and for comprehension), and strict invariance for decoding and a combined fluency/comprehension factor.

Effects of a Response-Based, Tiered Framework for Intervening With Struggling Readers in Middle School.

This study addressed the effects of multiyear, response-based, tiered intervention for struggling readers in grades 6-8. A sample of 768 sixth-grade students with reading difficulties was randomized to a response-based, tiered-intervention condition or "business as usual," and initial treatment status was maintained over the three-year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multiple-indicator, multilevel growth model was fit, representing the likely trajectories of the group of students originally randomized (in the fall of sixth grade) to treatment.

Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also evaluated were cognitive characteristics of students with inadequate response to intensive Tier 3 intervention. Students were randomized to receive the research intervention ( = 47) or the instruction and intervention typically provided in their schools ( = 25).