What Does Responsiveness Look Like? Classification and Profiles of Adequate and Inadequate Responders to Reading Intervention

• In Event: Determining Academic Profiles and Characteristics of At-Risk Learners

Abstract

The purpose of this study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive reading intervention, as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. 125 students who were unresponsive to classroom instruction (Tier 1) were randomly assigned to more intensive intervention. Nonresponders were identified using two methods: (a) reading composite score at the end of first grade (n=23; 18.4%), and (b) local norms on word identification fluency (WIF) growth (n=31; 24.8%). Findings support differences between responders and nonresponders across domains. Profiles using the WIF growth criteria also reveal relative strengths and weaknesses that distinguish the groups.

Authors

• Jessica R. Toste, The University of Texas - Austin

• Donald L. Compton

• Douglas Fuchs, Vanderbilt University

• Lynn Fuchs, Vanderbilt University

• Jennifer Gilbert, Vanderbilt University

• Eunsoo Cho, Vanderbilt University

• Laura Barquero, Vanderbilt University

• Bobette Bouton, Vanderbilt University