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1. Agreement among Response to Intervention Criteria for Identifying Responder Status (EJ807602)
Author(s):
Barth, Amy E.; Stuebing, Karla K.; Anthony, Jason L.; Denton, Carolyn A.; Mathes, Patricia G.; Fletcher, Jack M.; Francis, David J.
Source:
Learning and Individual Differences, v18 n3 p296-307 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Intervention; Grade 1; Teaching Methods; Feedback (Response); Evaluation Methods; Identification; Elementary Education; Measures (Individuals); Instructional Effectiveness
Abstract: In order to better understand the extent to which operationalizations of response to intervention (RTI) overlap and agree in identifying adequate and inadequate responders, an existing database of 399 first grade students was evaluated in relation to cut-points, measures, and methods frequently cited for the identification of inadequate responders to instruction. A series of 543 2x2 measures of association (808 total comparisons) were computed to address the agreement of different operationalizations of RTI. The results indicate that agreement is generally poor and that different methods tend to identify different students as inadequate responders, although agreement for identifying adequate responders is higher. Approaches to the assessment of responder status must use multiple criteria and avoid formulaic decision making. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs: A 3-Year Longitudinal Randomized Study (EJ813665)
Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Mathes, Patricia G.
Hispanic Journal of Behavioral Sciences, v30 n4 p500-529 2008
Descriptors: Urban Schools; Reading Comprehension; Reading Fluency; Bilingual Education; Oral Language; Professional Training; Bilingual Education Programs; Effect Size; Vocabulary Development; Spanish; English (Second Language); Longitudinal Studies; Measures (Individuals); Second Language Instruction; Second Language Learning; Teaching Methods
Abstract: The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program (n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program (n = 187) in terms of students' language and literacy acquisition from kindergarten to second grade in an urban school district in southeastern Texas. The findings revealed significant differences (p values less than 0.05) in favor of DBE students on (a) English measures of oral language, preliteracy skills, and reading fluency and comprehension (effect sizes of 0.12 to 0.71) and (b) Spanish measures of letter name and sound, preliteracy skills, and reading comprehension (effect sizes of 0.19 to 0.38). It was concluded that quality English instruction that incorporates direct and focused instruction, context-embedded vocabulary learning, and ongoing professional training in DBE programs is much needed to promote bilingualism and biliteracy. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Assessment-Based Instructional Coaching Provided to Reading Intervention Teachers (EJ769659)
Denton, Carolyn A.; Swanson, Elizabeth A.; Mathes, Patricia G.
Reading and Writing: An Interdisciplinary Journal, v20 n6 p569-590 Aug 2007
2007-08-00
Journal Articles; Reports - Descriptive
Descriptors: Intervention; Educational Innovation; Educational Strategies; Reading Teachers; Student Evaluation; Academic Achievement; Problem Solving; Teacher Collaboration; Tutors
Abstract: The use of student assessment data is a key component of a model of instructional coaching, Student-Focused Coaching (Hasbrouck & Denton, 2005), designed to support student achievement by engaging reading teachers in a collaborative problem-solving process to modify instructional strategies with the goal of enhanced student outcomes. In this paper, we describe the role of student assessments in a technology-based implementation of the Student-Focused Coaching model provided to reading intervention teachers within a study of scaling-up research-validated educational innovations. Examination of transcripts of teacher-coach interchanges in the technology-based implementation of Student-Focused Coaching supported the key role of assessment in that model, revealing that coaches frequently (a) answered teachers' questions related to assessment, (b) suggested that teachers implement specific instructional strategies based on assessment results, (c) engaged teachers in examining assessment results and observing students for specific purposes, and (d) provided feedback, especially encouragement, to teachers about students' progress based on assessment results. Further, these classes of interactions were observed between coaches and teachers in both a flexible intervention heavily dependent on teacher decision-making and in a highly prescriptive intervention program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Role of Oracy in Developing Comprehension in Spanish-Speaking English Language Learners (EJ768750)
Pollard-Durodola, Sharolyn D.; Mathes, Patricia G.; Vaughn, Sharon; Cardenas-Hagan, Elsa; Linan-Thompson, Sylvia
Topics in Language Disorders, v26 n4 p365-384 Oct-Dec 2006
2006-00-00
Descriptors: English (Second Language); Second Language Learning; Grade 1; Reading Difficulties; Phonemes; Intervention; Inferences; Reading Skills; Oral Language; Listening Comprehension; Spanish Speaking; Phoneme Grapheme Correspondence; Reading Fluency; Vocabulary Development; Reading Instruction
Abstract: Components of first-grade intervention programs that addressed oral language and listening comprehension instruction within an intensive literacy intervention for native Spanish-speaking students struggling with reading difficulties are described. Findings for the intervention are based on 4 large-scale experimental studies (published elsewhere) in which the intervention was provided to struggling first-grade English language learners (ELLs) in the same language as the core reading instruction (Spanish or English). Interventions taught children the alphabetic principle with letter-sound correspondences and how to read words quickly and accurately as well as providing practices that enhanced the language skills needed to understand word and text meaning. Thus, explicit instruction was provided in oral language, phonemic awareness, alphabetic knowledge, fluency, vocabulary, and comprehension strategies. The essential features of the intervention that addressed oral language were a shared storybook reading routine in addition to enhanced language acquisition instruction. Findings indicate that students in the intervention made progress in the areas of phonological awareness, letter-sound identification, word attack, and comprehension skills. Our intervention studies empirically informs us on the instructional components of effective reading and oral language interventions for Spanish-speaking ELLs who are at risk for reading difficulties. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties (EJ757901)
Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G.; Cirino, Paul T.; Carlson, Coleen D.; Pollard-Durodola, Sharolyn D.; Cardenas-Hagan, Elsa; Francis, David J.
Journal of Learning Disabilities, v39 n1 p56-73 Jan-Feb 2006
Descriptors: Second Language Learning; Reading Difficulties; Reading Skills; Language of Instruction; Intervention; Reading Programs; Reading Fluency; Oral Language; Language Proficiency; Instructional Effectiveness; Grade 1; Spanish Speaking; English (Second Language); Comparative Analysis; Phoneme Grapheme Correspondence; Measures (Individuals)
Abstract: The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), "Woodcock Language Proficiency Battery-Revised" Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems (EJ746822)
Vaughn, Sharon; Cirino, Paul T.; Linan-Thompson, Sylvia; Mathes, Patricia G.; Carlson, Coleen D.; Hagan, Eisa Cardenas; Pollard-Durodola, Sharolyn D.; Fletcher, Jack M.; Francis, David J.
American Educational Research Journal, v43 n3 p449-479 Fall 2006
Descriptors: Grade 1; Intervention; Spanish; English (Second Language); Second Language Learning; High Risk Students; Reading Difficulties; Reading Skills; Spelling; Phoneme Grapheme Correspondence; Language of Instruction; Measures (Individuals); Reading Fluency; Reading Instruction
Abstract: Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment and 45 comparison). Treatment students received approximately 115 sessions of supplemental reading daily for 50 minutes in groups of 3 to 5. Findings from the English study revealed statistically significant differences in favor of treatment students on English measures of phonological awareness, word attack, word reading, and spelling (effect sizes of 0.35-0.42). Findings from the Spanish study revealed significant differences in favor of treatment students on Spanish measures of phonological awareness, letter-sound and letter-word identification, verbal analogies, word reading fluency, and spelling (effect sizes of 0.33-0.81). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Teaching English Language Learners at Risk for Reading Disabilities to Read: Putting Research into Practice (EJ687029)
Vaughn, Sharon; Mathes, Patricia G.; Linan-Thompson, Sylvia; Francis, David J.
Learning Disabilities Research and Practice, v20 n1 p58-67 Feb 2005
2005-02-00
Descriptors: High Risk Students; Second Language Learning; Reading Ability; Oral Language; Reading Instruction; Learning Disabilities; English (Second Language); Reading Difficulties; Intervention; Spanish Speaking
Abstract: The purpose of this article is to describe features of interventions that are empirically validated for use with first-grade students at risk for reading disabilities who are English language learners (ELLs) and whose home language is Spanish. The empirical evidence supporting these interventions is summarized. Interventions for improving oral language and reading abilities with struggling readers who are ELLs taught in either Spanish or English are described as a means to assist school districts and teachers in defining and implementing effective interventions for ELLs at risk for reading difficulties. The interventions described may be useful to educators seeking information about Response to Intervention as a means of identifying ELLs who require services for learning disabilities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers (EJ684359)
Mathes, Patricia G.; Denton, Carolyn A.; Fletcher, Jack M.; Anthony, Jason L.; Francis, David J.; Schatschneider, Christopher
Reading Research Quarterly, v40 n2 p148-182 Apr 2005
2005-04-00
Descriptors: High Risk Students; Grade 1; Beginning Reading; Student Characteristics; Intervention; Comparative Analysis; Epistemology; Reading Difficulties; Instructional Effectiveness; Reading Failure; Measures (Individuals)
Abstract: This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Reading) was aligned with behavioral theory and was derived from the model of Direct Instruction. The other intervention (Responsive Reading) was aligned with a cognitive theory and was derived from a cognitive-apprenticeship model. These interventions were provided to small groups of first-grade students at risk for reading difficulties. Students were assessed on various reading and reading-related measures associated with success in beginning reading. Results indicated that (a) first-grade students who were at risk for reading failure and who received supplemental instruction in the Responsive or Proactive interventions scored higher on measures of reading and reading-related skills than students who received only enhanced classroom instruction, (b) enhanced classroom instruction appeared to promote high levels of reading growth for many children at risk for reading failure, (c) the two interventions were essentially equally effective even though they reflected different theoretical perspectives, and (d) children's characteristics did not differentially predict the effectiveness of an intervention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Perspective: Schools that "Beat the Odds"--Implications for Reading Instruction. (EJ677103)
Denton, Carolyn A.; Foorman, Barbara R.; Mathes, Patricia G.
Remedial and Special Education, v24 n5 p258-61 Sep-Oct 2003
2003-00-00
N/A
Descriptors: Elementary Education; Instructional Effectiveness; Reading Difficulties; Reading Instruction; Remedial Reading; Teaching Methods
Abstract: This article describes characteristics of five elementary schools that have been constantly successful in teaching children to read. The schools have widely diverse approaches to reading instruction but share key components of phonemic awareness, phonemic decoding, fluency, construction of meaning, vocabulary, spelling, and writing. (Contains references.) (DB)
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10. A Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers. (EJ672011)
Mathes, Patricia G.; Torgesen, Joseph K.; Clancy-Menchetti, Jeanine; Santi, Krist; Nicholas, Karen; Robinson, Carol; Grek, Marcia
Elementary School Journal, v103 n5 p459-79 May 2003
Descriptors: Comparative Analysis; Elementary School Students; Elementary School Teachers; Grade 1; Peer Teaching; Primary Education; Reading Achievement; Reading Difficulties; Reading Instruction; Teacher Effectiveness; Teaching Methods; Tutoring
Abstract: This study compared peer-assisted reading instruction, small-group teacher-directed reading instruction, and typically undifferentiated instruction for struggling first-grade readers. Results suggested that both peer-assisted and small-group teacher-directed instruction enhanced reading performance of struggling readers more than typical, undifferentiated instruction and implied that small-group teacher-directed instruction was more powerful than similar instruction delivered by a classroom peer. (Author/KB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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