Have a personal or library account? Click to login
Exploring Individual Differences in Response to Reading Intervention: Data from Project KIDS (Kids and Individual Differences in Schools) Cover

Exploring Individual Differences in Response to Reading Intervention: Data from Project KIDS (Kids and Individual Differences in Schools)

Open Access
|Feb 2022

References

  1. 1Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & Wagner, R. K. (2014). To wait in Tier 1 or intervene immediately: A randomized experiment examining first-grade response to intervention in reading. Exceptional Children, 81(1), 1127. DOI: 10.1177/0014402914532234
  2. 2Al Otaiba, S., Folsom, J. S., Wanzek, J., Greulich, L., Waesche, J., Schatschneider, C., & Connor, C. M. (2016). Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? Reading & Writing Quarterly, 32(5), 454476. DOI: 10.1080/10573569.2015.1021060
  3. 3Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23(5), 300316. DOI: 10.1177/07419325020230050501
  4. 4Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment data–informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial. The Elementary School Journal, 111(4), 535560. DOI: 10.1086/659031
  5. 5Connor, C. M., Morrison, F. J., Fishman, B., Crowe, E. C., Al Otaiba, S., & Schatschneider, C. (2013). A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students’ reading from first through third grade. Psychological Science, 24(8), 14081419. DOI: 10.1177/0956797612472204
  6. 6Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P. S., Bayraktar, A., Crowe, E. C., & Schatschneider, C. (2011). Testing the impact of child characteristics × instruction interactions on third graders’ reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46(3), 189221. DOI: 10.1598/RRQ.46.3.1
  7. 7Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). Algorithm-guided individualized reading instruction. Science, 315(5811), 464465. DOI: 10.1126/science.1134513
  8. 8Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J., Lundblom, E., Crowe, E. C., & Fishman, B. (2011). Effective classroom instruction: Implications of child characteristics by reading instruction interactions on first graders’ word reading achievement. Journal of Research on Educational Effectiveness, 4(3), 173207. DOI: 10.1080/19345747.2010.510179
  9. 9Curran, P. J., McGinley, J. S., Bauer, D. J., Hussong, A. M., Burns, A., Chassin, L., Sher, K., & Zucker, R. (2014). A moderated nonlinear factor model for the development of commensurate measures in Integrative Data Analysis. Multivariate Behavioral Research, 49(3), 214231. DOI: 10.1080/00273171.2014.889594
  10. 10Daucourt, M. C., Schatschneider, C., Connor, C. M., Al Otaiba, S., & Hart, S. A. (2018). Inhibition, updating working memory, and shifting predict reading disability symptoms in a hybrid model: Project KIDS. Frontiers in Psychology, 9. DOI: 10.3389/fpsyg.2018.00238
  11. 11Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 610. DOI: 10.1177/074193258600700104
  12. 12Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system (SSRS). American Guidance Service. DOI: 10.1037/t10269-000
  13. 13Hart, S. A., Schatschneider, C., Al Otaiba, S., & Connor, C. M. (2021). Project KIDS [Data set]. DOI: 10.33009/ldbase.1619716971.79ee
  14. 14Haughbrook, R. (2020). Exploring Racial Bias in Standardized Assessments and Teacher-Reports of Student Achievement with Differential Item and Test Functioning Analyses [Doctoral dissertation]. Florida State University.
  15. 15Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127160. DOI: 10.1007/BF00401799
  16. 16Hussong, A. M., Curran, P. J., & Bauer, D. J. (2013). Integrative Data Analysis in clinical psychology research. Annual Review of Clinical Psychology, 9(1), 6189. DOI: 10.1146/annurev-clinpsy-050212-185522
  17. 17MacCallum, R. C., Browne, M. W., & Cai, L. (2006). Testing differences between nested covariance structure models: Power analysis and null hypotheses. Psychological Methods, 11(1), 1935. DOI: 10.1037/1082-989X.11.1.19
  18. 18Norris, C. U., Shero, J. S. A., Haughbrook, R., Holden, L. R., van Dijk, W., Al Otaiba, S., Schatschneider, C., & Hart, S. A. (2020). Socioeconomic status and response to a reading intervention: A quantile regression approach [Preprint]. PsyArXiv. DOI: 10.31234/osf.io/xqbc5
  19. 19Ritchey, K. D., Silverman, R. D., Montanaro, E. A., Speece, D. L., & Schatschneider, C. (2012). Effects of a Tier 2 supplemental reading intervention for at-risk fourth-grade students. Exceptional Children, 78(3), 318334. DOI: 10.1177/001440291207800304
  20. 20Schatschneider, C., Edwards, A., & Shero, J. (2021). De-Identification Guide. 24104 Bytes. DOI: 10.6084/M9.FIGSHARE.13228664.V2
  21. 21Vadasy, P. F., Sanders, E. A., & Abbott, R. D. (2008). Effects of supplemental early reading intervention at 2-year follow up: Reading skill growth patterns and predictors. Scientific Studies of Reading, 12(1), 5189. DOI: 10.1080/10888430701746906
  22. 22van Dijk, W., Canarte, D., Al Otaiba, S., & Hart, S. A. (2021). Intervention_projects.png (p. 65276 Bytes). figshare. DOI: 10.6084/M9.FIGSHARE.16989652.V1
  23. 23van Dijk, W., Schatschneider, C., Al Otaiba, S., & Hart, S. A. (2021a). Do Student Behavior Ratings Predict Response to Comprehensive Reading Approaches? [Preprint]. EdArXiv. DOI: 10.35542/osf.io/jfxz5
  24. 24van Dijk, W., Schatschneider, C., Al Otaiba, S., & Hart, S. A. (2021b). Assessing measurement invariance across multiple groups: When is fit good enough? Educational and Psychological Measurement, 124. DOI: 10.1177/00131644211023567
  25. 25Widaman, K. F., Grimm, K. J., Early, D. R., Robins, R. W., & Conger, R. D. (2013). Investigating factorial invariance of latent variables across populations when manifest variables are missing completely. Structural Equation Modeling: A Multidisciplinary Journal, 20(3), 384408. DOI: 10.1080/10705511.2013.797819
DOI: https://doi.org/10.5334/jopd.58 | Journal eISSN: 2050-9863
Language: English
Published on: Feb 14, 2022
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2022 Wilhelmina van Dijk, Cynthia U. Norris, Stephanie Al Otaiba, Christopher Schatschneider, Sara A. Hart, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.