Abstract
The purpose of this quasi-experimental study was to compare the cognitive performance of 11-to 14-year-old children with reading disabilities as a function of high (>85 reading standard score) and low (<85 reading standard score) response to intervention. Students were divided into high responders, low responders, and nonresponders after 3 years of instruction and compared on phonological, rapid naming, temporal, and executive processing measures. Although children designated as responders were statistically comparable with nonresponders at Year 1, significant differences in favor of high responders emerged on measures of phonological awareness, rapid naming, and temporal processing when compared with the other groups. All groups yielded below normal performance on measures of phonological awareness, planning, and verbal working memory. Overall the findings suggest that low responders and nonresponders suffer multiple deficits beyond the phonological system.
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