NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Long-Term Effects of First-Grade Multitier Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Al Otaiba, Stephanie; Kim, Young-Suk; Wanzek, Jeanne; Petscher, Yaacov; Wagner, Richard K. – Journal of Research on Educational Effectiveness, 2014
The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based…
Descriptors: Response to Intervention, Reading Achievement, Reading Comprehension, Longitudinal Studies
Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Wanzek, Jeanne; Roberts, Greg; Linan-Thompson, Sylvia; Vaughn, Sharon; Woodruff, Althea L.; Murray, Christy S. – Assessment for Effective Intervention, 2010
The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The "Texas Assessment of Knowledge and Skills" and the…
Descriptors: Reading Comprehension, Reading Fluency, Reading Achievement, Predictive Validity
Response to Early Reading Intervention Examining Higher and Lower Responders
Peer reviewed Peer reviewed
Direct linkDirect link
Vaughn, Sharon; Wanzek, Jeanne; Murray, Christy S.; Scammacca, Nancy; Linan-Thompson, Sylvia; Woodruff, Althea L. – Exceptional Children, 2009
This study examined the effects of an intensive reading intervention for students demonstrating minimal response to previous, less intensive intervention. Participants received intervention for 13 to 26 weeks in first grade. In second grade, students were screened and those meeting the benchmark (higher responders) did not received an additional…
Descriptors: Reading Comprehension, Early Intervention, Early Reading, Learning Disabilities
Predicting Reading Success in a Multilevel Schoolwide Reading Model: A Retrospective Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Chard, David J.; Stoolmiller, Mike; Harn, Beth A.; Wanzek, Jeanne; Vaughn, Sharon; Linan-Thompson, Sylvia; Kame'enui, Edward J. – Journal of Learning Disabilities, 2008
Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students…
Descriptors: Reading Difficulties, Reading Fluency, Standardized Tests, Predictor Variables