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Barnes ED, Grills AE, Vaughn SR. Relationships Between Anxiety, Attention, and Reading Performance in Children. Child Psychiatry Hum Dev 2024:10.1007/s10578-024-01701-6. [PMID: 38676787 DOI: 10.1007/s10578-024-01701-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/24/2024] [Indexed: 04/29/2024]
Abstract
Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading performance (word reading/decoding and passage comprehension) in a racially-diverse sample of 251 s-grade students, 152 of whom had not met reading benchmarks using screening measures. Results showed that harm avoidance was positively associated with reading performance and physical symptoms of anxiety were negatively associated with reading performance. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance.
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Affiliation(s)
- Emily D Barnes
- Wheelock College of Education & Human Development, Boston University, 2 Silber Way, Boston, MA, 02215, USA.
| | - Amie E Grills
- Wheelock College of Education & Human Development, Boston University, 2 Silber Way, Boston, MA, 02215, USA
| | - Sharon R Vaughn
- College of Education, University of Texas at Austin, 1918 Speedway, Stop D5000, Austin, TX, 78712, USA
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López-Resa P, Moraleda-Sepúlveda E. Working memory capacity and text comprehension performance in children with dyslexia and dyscalculia: a pilot study. Front Psychol 2023; 14:1191304. [PMID: 37529304 PMCID: PMC10389090 DOI: 10.3389/fpsyg.2023.1191304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 06/30/2023] [Indexed: 08/03/2023] Open
Abstract
Introduction Different research over the years has shown how the executive processes of Working Memory are a fundamental area that allows the performance of complex cognitive tasks such as language comprehension, reading, mathematical skills, learning or reasoning. Therefore, scientific evidence shows that they are altered in people with dyslexia and dyscalculia. The aim of this research was to study the relationship between semantic updating ability and reading comprehension depending on whether or not the information content had a mathematical character between the two disorders. Methods A Pilot Case Study was carried out for this purpose. The sample consisted of 40 participants aged 6 to 11 years, 20 of them with a diagnosis of dyslexia and the remaining 20 with a diagnosis of dyscalculia. The results indicate that people with dyslexia show more difficulties in all those tasks that require reading. Results People with dyscalculia obtain worse results in the tasks of stimulus integration and reading comprehension of texts with mathematical content. Furthermore, the correlation between the different areas evaluated shows that people with dyslexia and dyscalculia develop different cognitive processes. Discussion Therefore, it is necessary to continue insisting on the importance of explicit work on working memory, since it is a determining and fundamental area in the development of written language comprehension.
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Affiliation(s)
- Patricia López-Resa
- Department of Psychology, Faculty of Health Sciences, University of Castilla La Mancha, Talavera de la Reina, Toledo, Spain
| | - Esther Moraleda-Sepúlveda
- Department of Psychology and Speech and Language Sciences, Faculty of Psychology, University Complutense de Madrid, Madrid, Spain
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3
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Barnes ED, Grills AE, Vaughn SR. Relationships between Anxiety, Attention, and Reading Comprehension in Children. RESEARCH SQUARE 2023:rs.3.rs-3088436. [PMID: 37461468 PMCID: PMC10350215 DOI: 10.21203/rs.3.rs-3088436/v1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/24/2023]
Abstract
Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading comprehension in a racially-diverse sample of 251 second-grade students, most of whom were struggling readers. Results showed that harm avoidance was positively associated with reading comprehension and physical symptoms of anxiety were negatively associated with reading comprehension. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance.
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4
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Dahl-Leonard K, Hall C, Capin P, Solari EJ, Demchak A, Therrien WJ. Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia. ANNALS OF DYSLEXIA 2023; 73:288-313. [PMID: 36701045 DOI: 10.1007/s11881-023-00279-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Accepted: 01/04/2023] [Indexed: 06/08/2023]
Abstract
Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data. This meta-analysis examined fidelity reporting within reading intervention studies for students with or at risk for dyslexia in Grades K-5. We aimed to record the frequency and extent of fidelity reporting, explore associations between study or intervention features and fidelity reporting, and compare mean intervention effect sizes for studies reporting fidelity and those that did not. A total of 51 studies were included. Results indicated that 75% of studies reported fidelity data. Studies reporting fidelity primarily focused on adherence and dosage data with little to no information reported for other dimensions of fidelity (i.e., quality, responsiveness, differentiation). Suggestions for improving reporting of treatment fidelity data are discussed.
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Affiliation(s)
- Katlynn Dahl-Leonard
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA.
| | - Colby Hall
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
| | - Philip Capin
- Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, TX, USA
| | - Emily J Solari
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
| | - Alisha Demchak
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
| | - William J Therrien
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
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Karen Murphy P, Greene JA, Firetto CM, M. V. Croninger R, Duke RF, Li M, Lobczowski NG. Examining the effects of quality talk discussions on 4th- and 5th-grade students’ high-level comprehension of text. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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6
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Loveall SJ, Pitt AR, Rolfe KG, Mann J. Speech-Language Pathologist Reading Survey: Scope of Practice, Training, Caseloads, and Confidence. Lang Speech Hear Serv Sch 2022; 53:837-859. [PMID: 35486545 DOI: 10.1044/2022_lshss-21-00135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE The purpose of this study was to examine speech-language pathologists' (SLPs) opinions on their scope of practice related to reading, self-reported background training, current caseloads, and confidence in their abilities to define, assess, and provide effective treatment for reading-related difficulties. METHOD SLPs (N = 271) from across the United States completed an online survey assessing their opinions on scope of practice, education and training in reading, and confidence in defining, assessing, and treating reading-related difficulties. RESULTS A majority of respondents agreed that the identification, assessment, prevention, and intervention of reading disabilities are all within the scope of practice of SLPs. However, a majority also reported that literacy instruction is more heavily the responsibility of teachers than SLPs, and approximately half felt similarly regarding prevention, assessment, identification, and intervention of reading disabilities. Many respondents did not feel that their training in reading was adequate and felt that more graduate coursework should be dedicated to literacy. There was a lot of variability in responses when asked how often respondents focus on reading skills with clients, ranging from almost daily to never; however, results indicate that SLPs rarely administer reading assessments. Overall, respondents were more confident in their ability to define versus assess or provide therapy for various reading subskills. CONCLUSION Despite SLPs agreeing that reading is within their scope of practice and feeling confident in some aspects of reading, graduate programs for speech-language pathology may need to provide greater training in literacy, especially related to reading assessment and diagnosis.
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Affiliation(s)
- Susan J Loveall
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln.,Department of Communication Sciences and Disorders, University of Mississippi, Oxford
| | - Adrienne R Pitt
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln
| | - Kimberly G Rolfe
- Department of Communication Sciences and Disorders, University of Mississippi, Oxford
| | - Jamie Mann
- Department of Communication Sciences and Disorders, University of Mississippi, Oxford
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Denton CA, Hall C, Cho E, Cannon G, Scammacca N, Wanzek J. A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students. LEARNING AND INDIVIDUAL DIFFERENCES 2022; 93:102062. [PMID: 36425054 PMCID: PMC9683349 DOI: 10.1016/j.lindif.2021.102062] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This meta-analysis examined the effects on reading comprehension of foundational reading skills and multicomponent reading interventions provided to students with or at risk for reading difficulties or disabilities (students with RDs) in kindergarten through Grade 3. The meta-analysis included studies identified by Wanzek et al. (2016) and Wanzek et al. (2018), with an updated search through August of 2019, for a total of 47 included studies (m = 112; total student N = 7446). The weighted average effect on norm-referenced reading comprehension outcomes was estimated as g = 0.37, indicating that primary-grade interventions have an educationally meaningful effect on reading comprehension for students with RDs. Effects did not differ for interventions focused only on foundational reading skills and those that provided both foundational skills and comprehension instruction. Effects were significantly moderated by the measurement timepoint, with follow-up effect sizes being, on average, 0.16 smaller than immediate posttest effect sizes.
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Affiliation(s)
| | - Colby Hall
- University of Virginia, Charlottesville, VA, USA
| | - Eunsoo Cho
- Michigan State University, East Lansing, MI, USA
| | - Grace Cannon
- University of Texas Health Science Center at Houston, Houston, TX, USA
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8
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Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11050209] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.
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Wijekumar K, Meyer BJ, Lei P, Beerwinkle AL, Joshi M. Supplementing teacher knowledge using web-based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth- and fifth-grade struggling readers. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:120-136. [PMID: 31523888 DOI: 10.1002/dys.1634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2018] [Revised: 08/01/2019] [Accepted: 08/22/2019] [Indexed: 06/10/2023]
Abstract
The effects of teaching the text structure strategy using a web-based Intelligent Tutoring System for the Text Structure Strategy (ITSS) were examined with fourth- and fifth-grade children scoring below the 25th percentile on comprehension measures using the Gray Silent Reading Test (GSRT) and researcher designed assessment from 130 fourth-grade and 130 fifth-grade classrooms. The ITSS was designed to teach students how to select and encode strategic memory from expository texts. The system provides modelling, practice, assessment, scaffolding, and feedback to learners on identifying signalling words, summarizing, making inferences, generating elaborations, and monitoring comprehension. A large scale randomized controlled trial was conducted with 130 fourth-grade and 130 fifth-grade classrooms. Students completed GSRT- and researcher-designed measures of reading comprehension at pretest and posttests. An analysis of fourth-grade students using ITSS who scores less than the 25th percentile on the GSRT pretest showed small but meaningful effect sized on the posttests. The fifth-grade students in ITSS, who scored less than the 25% percentile on the GSRT pretest, showed the highest effect sizes (moderate to large effects) on the standardized test scores on the posttests.
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Affiliation(s)
- Kausalai Wijekumar
- Teaching, Learning and Culture, Texas A8M University, College Station, Texas
| | - Bonnie J Meyer
- Educational Psychology, The Pennsylvania State University, University Park, Pennsylvania
| | - Puiwa Lei
- Educational Psychology, The Pennsylvania State University, University Park, Pennsylvania
| | | | - Malatesha Joshi
- Teaching, Learning and Culture, Texas A8M University, College Station, Texas
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10
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Fallon KA, Katz LA. Structured Literacy Intervention for Students With Dyslexia: Focus on Growing Morphological Skills. Lang Speech Hear Serv Sch 2020; 51:336-344. [PMID: 32109177 DOI: 10.1044/2019_lshss-19-00019] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose Structured literacy (SL) is an umbrella term used by the International Dyslexia Association that refers to evidence-based instructional approaches that incorporate all aspects of spoken language into the teaching of reading, spelling, and writing (International Dyslexia Association, 2016). SL has gained prominence in the field of reading but is less familiar to speech-language pathologists. This tutorial seeks to describe SL with specific attention to the morphological component. Using current research literature combined with descriptions of specific therapeutic practices, this tutorial offers research-informed, clinical strategies for facilitating the development of morphological skills in students with spoken and written language impairments including dyslexia. Method In this tutorial, the authors focus on the research literature and clinical applications related to the topics of (a) spoken and written language impairments, including dyslexia; (b) SL intervention; (c) intervention in the areas of morphological awareness and analysis; and (d) the promotion of academic success in students who struggle with language and literacy. Conclusions SL is a term used to unify and describe evidence-based principles and components that should be included in all effective reading and writing instructions. Among other linguistic skills, morphology holds a prominent place in SL. It is critical that speech-language pathologists become familiar with SL and the evidence-based practices for growing these students' morphological awareness skills in order to promote language and literacy success.
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Affiliation(s)
- Karen A Fallon
- Department of Speech-Language Pathology & Audiology, Towson University, MD
| | - Lauren A Katz
- Literacy, Language, and Learning Institute, Ann Arbor, MI
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11
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Effect of Vergence/Accommodative Therapy on Reading in Children with Convergence Insufficiency: A Randomized Clinical Trial. Optom Vis Sci 2019; 96:836-849. [PMID: 31651592 PMCID: PMC6855328 DOI: 10.1097/opx.0000000000001442] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Revised: 11/14/2018] [Accepted: 07/29/2019] [Indexed: 01/02/2023] Open
Abstract
SIGNIFICANCE The results of this study suggest that clinicians providing vergence/accommodative therapy for the treatment of childhood convergence insufficiency should not suggest that such treatment, on average, will lead to improvements on standardized assessments of reading performance after 16 weeks of treatment. PURPOSE The purpose of this study was to determine the effect of office-based vergence/accommodative therapy on reading performance in 9- to 14-year-old children with symptomatic convergence insufficiency. METHODS In a multicenter clinical trial, 310 children 9 to 14 years old with symptomatic convergence insufficiency were randomized in a 2:1 ratio to 16 weeks of office-based vergence/accommodative therapy or office-based placebo therapy, respectively. The primary outcome was change in reading comprehension as measured by the reading comprehension subtest of the Wechsler Individual Achievement Test, Third Edition (WIAT-III) at the 16-week outcome. Secondary reading outcomes of word identification, reading fluency, listening comprehension, comprehension of extended text, and reading comprehension were also evaluated. RESULTS The adjusted mean improvement in WIAT-III reading comprehension was 3.7 (95% confidence interval [CI], 2.6 to 4.7) standard score points in the vergence/accommodative therapy group and 3.8 (95% CI, 2.4 to 5.2) points in the placebo therapy group, with an adjusted mean group difference of -0.12 (95% CI, -1.89 to 1.66) points that was not statistically significant. No statistically significant treatment group differences were found for any of the secondary reading outcome measures. CONCLUSIONS For children aged 9 to 14 years with symptomatic convergence insufficiency, office-based vergence/accommodative therapy was no more effective than office-based placebo therapy for improving reading performance on standardized reading tests after 16 weeks of treatment.
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Van Allen J, Zygouris-Coe V(. Using guided reading to teach internet inquiry skills: a case study of one elementary school teacher’s experience. READING PSYCHOLOGY 2019. [DOI: 10.1080/02702711.2019.1623961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Jennifer Van Allen
- Department of Counseling, Leadership, Literacy, and Special Education, Lehman College, Bronx, New York
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13
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Adams AM, Glenberg AM, Restrepo MA. Moved by Reading in a Spanish-Speaking, Dual Language Learner Population. Lang Speech Hear Serv Sch 2019; 49:582-594. [PMID: 29800066 DOI: 10.1044/2018_lshss-16-0032] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2016] [Accepted: 02/26/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose The aim of this study was to evaluate the effectiveness of an English-only version and a Spanish-support version of an embodied reading comprehension intervention (Moved by Reading) consisting of 3 stages (physical manipulation, imagined manipulation, and transfer) for Spanish-English dual language learners. Method Sixty-one dual language learners in Arizona were randomly assigned to 4 groups (Spanish-support control, Spanish-support intervention, English-only control, and English-only intervention). Analyses of variance were used to compare control and intervention groups and to compare groups according to the language of the intervention. Results Children in the Spanish-support intervention group significantly outperformed both control groups during the physical manipulation stage, whereas children in the English-only intervention group outperformed both control groups in the imagined manipulation stage, but there was little transfer to a new, unrelated text. Conclusions The Moved by Reading intervention, in both its English-only and Spanish-support versions, improved performance on comprehension questions, but in different stages of the intervention. The Spanish-support version of the intervention was most effective in the physical manipulation stage, whereas the English-only version was more effective in the imagined manipulation stage. Neither version was effective in producing significant transfer effects.
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Affiliation(s)
- Ashley M Adams
- Department of Speech and Hearing Sciences, Arizona State University, Tempe
| | - Arthur M Glenberg
- Department of Psychology, Arizona State University, Tempe.,Department of Psychology, University of Wisconsin-Madison.,University of Salamanca, Spain
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14
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Capin P, Walker MA, Vaughn S, Wanzek J. Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research. EDUCATIONAL PSYCHOLOGY REVIEW 2018; 30:885-919. [PMID: 31223220 PMCID: PMC6586249 DOI: 10.1007/s10648-017-9429-z] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, The Journal of Special Education, 47, 3-13, 2011) in educational interventions and fidelity data are seldom used to analyze its relation to student outcomes (O'Donnell, Review of Educational Research, 78(1), 33-84, 2008). The purpose of this synthesis was to examine how treatment fidelity is supported, measured, and reported in reading intervention studies conducted with students at risk or with reading difficulties in grades K-3 from 1995 through 2015. All studies (k = 175) were coded to extract and classify information related to (a) the characteristics of the intervention study (e.g., publication year, research design); (b) treatment implementer training and support; (c) treatment fidelity data collection procedures, dimensions (i.e., adherence, quality, receipt, dosage, and differentiation), and levels of treatment fidelity data; and (d) the use of fidelity scores in the analysis of treatment effects. Results indicated that less than half (47%) of the reading intervention studies synthesized reported treatment fidelity data (numeric or narrative). Exploratory analyses showed that several study features were associated with the prevalence of fidelity reporting. Studies reporting treatment fidelity largely measured treatment adherence, and scores were, on average, high. Other dimensions of treatment fidelity (e.g., treatment differentiation), and analyses relating fidelity data to outcomes, were consistently absent from the corpus of reading intervention studies reviewed. Recommendations for enhancing how treatment fidelity data in intervention studies are collected and reported are presented.
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Affiliation(s)
- Philip Capin
- Meadows Center for Preventing Educational Risk, University
of Texas at Austin, 1912 Speedway, D4900, SZB 228, Austin, TX 78712-1284, USA
| | | | - Sharon Vaughn
- Meadows Center for Preventing Educational Risk, University
of Texas at Austin, 1912 Speedway, D4900, SZB 228, Austin, TX 78712-1284, USA
| | - Jeanne Wanzek
- Department of Special Education, Vanderbilt University,
Nashville, TN, USA
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15
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Miciak J, Taylor WP, Denton CA, Fletcher JM. The effect of achievement test selection on identification of learning disabilities within a patterns of strengths and weaknesses framework. ACTA ACUST UNITED AC 2014; 30:321-334. [PMID: 25243467 DOI: 10.1037/spq0000091] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. C/DM criteria were applied to assessment data from 177 second-grade students based on 2 psychoeducational assessment batteries. The achievement tests were different, but were highly correlated and measured the same latent construct. Resulting LD identifications were then evaluated for agreement across batteries on LD status and the academic domain of eligibility. The 2 batteries identified a similar number of participants as having LD (80 and 74). However, indices of agreement for classification decisions were low (κ = .29), especially for percent positive agreement (62%). The 2 batteries demonstrated agreement on the academic domain of eligibility for only 25 participants. Cognitive discrepancy frameworks for LD identification are inherently unstable because of imperfect reliability and validity at the observed level. Methods premised on identifying a PSW profile may never achieve high reliability because of these underlying psychometric factors. An alternative is to directly assess academic skills to identify students in need of intervention.
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Affiliation(s)
- Jeremy Miciak
- Texas Instititute of Measurement, Evaluation, and Statistics (TIMES), University of Houston
| | - W Pat Taylor
- Texas Instititute of Measurement, Evaluation, and Statistics (TIMES), University of Houston
| | - Carolyn A Denton
- Children's Learning Institute, Department of Pediatrics, The University of Texas Health Science Center Houston
| | - Jack M Fletcher
- Texas Instititute of Measurement, Evaluation, and Statistics (TIMES), University of Houston
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