Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The expected outcomes from this study include:
Journal article, monograph, or newsletter
Cho, C., Compton, D.L., Gilbert, J.K., Steacy, L.M., Collins, A.A., and Lindstrom, E.R. (in press). Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More? Journal of Learning Disabilities. doi:10.1177/0022219415599343
Cho, E., and Compton, D.L. (2015). Construct and Incremental Validity of Dynamic Assessment of Decoding Within and Across Domains. Learning and Individual Differences, 37: 183-196. doi:10.1016/j.lindif.2014.10.004
Cho, E., Compton, D.L., Fuchs, D., Fuchs, L.S., and Bouton, B. (2014). Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention. Journal of Learning Disabilities, 47(5): 409-423. doi:10.1177/0022219412466703
Compton, D.L., Fuchs, D., Fuchs, L.S., Bouton, B., Gilbert, J.K., Barquero, L.A., Cho, E., and Crouch, R.C. (2010). Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process. Journal of Educational Psychology, 102(2): 327-340. doi:10.1037/a0018448
Compton, D.L., Gilbert, J.K., Jenkins, J.R., Fuchs, D., Fuchs, L.S., Cho, E., Barquero, L.A., and Bouton, B. (2012). Accelerating Chronically Unresponsive Children to Tier 3 Instruction: What Level of Data Is Necessary to Ensure Selection Accuracy?. Journal of Learning Disabilities, 45(3): 204-216. doi:10.1177/0022219412442151
Davis N., Barquero, L., Compton, D.L., Fuchs, L.S., Fuchs, D., Gore, J.C., and Anderson, A.W. (2011). Functional Correlates of Children's Responsiveness to Intervention. Developmental Neuropsychology, 36: 288-301.
Davis N., Fan, Q., Compton, D.L., Fuchs, D., Fuchs, L.S., Cutting, L.E., Anderson, A.W., and Gore, J.C. (2010). Influences of Neural Pathway Integrity in Children's Response to Reading Instruction. Frontiers of Systems Neuroscience, 4(150): 1-11. doi:10.3389/fnsys.2010.00150 Full text
Elleman, A.M., Compton, D.L., Fuchs, D., Fuchs, L.S., and Bouton, B. (2011). Exploring Dynamic Assessment as a Means of Identifying Children at Risk of Developing Comprehension Difficulties. Journal of Learning Disabilities, 44: 348-357. doi:10.1177/0022219411407865
Fuchs, D., Compton, D.L., Fuchs, L.S., Bouton, B., and Caffrey, E. (2011). The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks. Journal of Learning Disabilities, 44(4): 339-347. doi:10.1177/0022219411407864
Fuchs, D., Fuchs, L.S., and Compton, D.L. (2012). Smart RTI: A Next-Generation Approach to Multi-Level Prevention. Exceptional Children, 78(3): 263-279.
Gilbert, J.K., Compton, D.L., Fuchs, D., and Fuchs, L.S. (2012). Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System. Assessment for Effective Intervention, 38(1): 6-14. doi:10.1177/1534508412451491
Gilbert, J.K., Compton, D.L., Fuchs, D., Fuchs, L.S., Bouton, B., Barquero, L.A., and Cho, E. (2013). Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers. Reading Research Quarterly, 48(2): 135-154. doi:10.1002/rrq.45
Gilbert, J.K., Goodwin, A.P., Compton, D.L., and Kearns, D.M. (2014). Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension. Journal of Learning Disabilities, 47(1): 34-43. doi:10.1177/0022219413509966
Kearns, D.M., Steacy, L.M., Compton, D.L., Gilbert, J.K., Goodwin, A.P., Cho, E., Lindstrom, E.R., and Collins, A.A. (2016). Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty. Journal of Learning Disabilities, 49(4): 368-94. doi:10.1177/0022219414554229
Steacy, L.M., Kearns, D.N, Gilbert, J.K., Compton, D.L., Cho, E., Lindstrom, E.R., and Collins, A.A. (2016). Exploring Individual Differences in Irregular Word Recognition Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty. Journal of Educational Psychology. doi:10.1037/edu0000113
Toste, J.R., Compton, D.L., Fuchs, D., Fuchs, L.S., Gilbert, J.K., Cho, E., Barquero, L.A., and Bouton, B. (2014). Understanding Unresponsiveness to Tier 2 Reading Intervention: Exploring the Classification and Profiles of Adequate and Inadequate Responders in First Grade. Learning Disability Quarterly, 37(4): 192-203. doi:10.1177/0731948713518336
Zumeta, R.O., Compton, D.L., and Fuchs, L.S. (2012). Using Word Identification Fluency to Monitor First-Grade Reading Development. Exceptional Children, 78(2): 201-220.
Supplemental information
- A set of procedures, screening measures, measurement schedules, scales, and cut-points for identifying 1st grade children at risk of developing reading disabilities,
- A set of procedures for classifying 'nonresponsiveness (i.e., RD), and
- An evaluation of how RTI compares to low achievement and discrepancy approaches to classification in terms of RD prevalence, severity, predictive utility, and stability.
Purpose: The purpose of this project is to address key measurement issues associated with the response-to-intervention (RTI) process. This study will address the following questions: (a) who should enter the RTI process; (b) how does one determine whether effective Tier 2 intervention has been conducted; (c) what is a valid and practical method of monitoring responsiveness to Tier 2 instruction; and (d) what is a valid definition of 'nonresponsiveness' (i.e., having a reading disability.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
