Is "Response/No Response" Too Simple a Notion for Response to Intervention Frameworks? Exploring the Validity of Multiple Response Types With Latent Profile Analysis

• In Event: Marriott Roundtable Session 18
  In Roundtable Session: Spotlight on Practice: Content Instruction for Students With Disabilities

Abstract

This study explored the responses of 143 first-grade struggling readers to a generally efficacious reading program based on a randomized control trial intervention. Latent profile analysis on word reading across three time points using the at-risk controls as a local norm revealed two responsive groups and two non-responsive groups Pre-treatment reading comprehension differentiated responsive groups from the strongly non-responsive group and discriminated the two non-responsive groups from each other, while none of the domain-general cognitive skills differentiated these groups. Findings suggest at-risk children’s response to early reading intervention was more complicated than a simple “response/no response” by the conventional RTI framework.

Authors

• Peng Peng, The University of Texas

• Douglas Fuchs, Vanderbilt University