The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors

Autor/inn/en	Case, Lisa Pericola; Speece, Deborah L.; Molloy, Dawn Eddy
Titel	The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors
Quelle	In: School Psychology Review, 32 (2003) 4, S.557-582 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Reading Difficulties; Learning Problems; General Education; Validity; Individual Differences; Grade 1; Grade 2; Longitudinal Studies; At Risk Students; Phonology; Reading Skills; Behavioral Objectives; Context Effect; Models; Measures (Individuals); Scores; Reading Instruction; Statistical Analysis; Disabilities; Identification + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Lernproblem; Allgemein bildendes Schulwesen; Allgemeinbildung; Gültigkeit; Individueller Unterschied; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fonologie; Reading skill; Lesefertigkeit; Analogiemodell; Messdaten; Leseunterricht; Statistische Analyse; Handicap; Behinderung; Identifikation; Identifizierung
Abstract	Using a mixed-methodology, longitudinal design, individual differences and contextual factors related to differential response to general education instruction were examined. We tested a response-to-instruction model reflecting the first three phases of a model proposed by Fuchs and Fuchs (1998). We classified first- and second-grade children at-risk for reading problems into one of three responsiveness groups and compared groups on reading, phonological processing, behavioral, and instructional context measures. Further, we examined qualitatively the interaction of individual differences and instructional context. The most persistently nonresponsive group scored significantly lower on all individual difference measures, but did not experience poorer instructional settings. Further, this group demonstrated greater difficulty learning in the general education setting. The response-to-instruction model demonstrated construct and social validity with implications for an improved prereferral system. (Contains 5 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10