Dimensions of instruction and assessment were manipulated within a tertiary prevention to examine their effects on word and text reading development. In this article case studies of two children who demonstrated significant and sustained lack of adequate response to treatment are profiled. Results indicated that reducing group size, using formative assessment, and implementing mastery learning criteria produced positive trends on indicators of oral reading fluency. Students' reading outcomes provide evidence of the importance of timely data-based instructional adjustments.
Get full access to this article
View all access options for this article.
References
1.
Adams, M.J., Bereiter, C., Brown, A., Campione, J., Carruthers, I., Case, R., et al. (2000). Open Court Reading. Columbus, OH: SRA.
2.
Bloom, B.S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
3.
Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (Technical Report No. 1). Tallahassee, FL: Florida Center for Reading Research.
4.
Compton, D.L. (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. Journal of Special Education, 35, 201-210.
5.
Daneman, M. (1991). Individual differences in reading skills. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 512-538). New York: Longman .
6.
Deno, S.L. (1986). Formative evaluation of individual student program: A new role for school psychologists. School Psychology Review , 15, 358-374.
Fuchs, L.S., & Fuchs, D. (1986). Effects of systematic formative evaluation on student achievement: A meta-analysis. Exceptional Children , 53,199-208.
9.
Fuchs, L.S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research and Practice, 13, 204-219.
10.
Fuchs, L.S., Deno, S.L., & Mirkin, P.K. (1984). Effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449-460.
11.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect?School Psychology Review, 22, 27-48.
12.
Fuchs. L.S., Fuchs, D., & Stecker, P.M. (1989). The effects of curriculum-based measurement on teachers' instructional planning. Journal of Learning Disabilities , 22, 51-59.
13.
Gersten, R., Carnine, D., Zorek, L., & Cronin, D. (1986). A multifaceted study of change in seven inner-city schools. The Elementary School Journal, 86, 257-276.
14.
Good, R. H., & Kaminski, R. A. (Eds). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu .
15.
Good, R.H., Kaminski, R.A., Smith, S., Simmons, D.S., Kame'enui, E.J., & Wallin, J. (2003). Reviewing outcomes: Using DIBELS to evaluate a school's core curriculum and system of additional intervention in kindergarten . In S. R. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for observing teaching and learningBaltimore: Paul H. Brookes.
16.
Good, R.H., Simmons, D.C., & Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
17.
Good, R.H., Simmons, D.C., Kame'enui, E.J., Kaminski, R.A., & Wallin, J.U. (2002). Summary of decision roles for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade (Technical Report No. 11). Eugene, OR: University of Oregon.
18.
Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.
19.
Jenkins, J.R., & Larson, K. (1979). Evaluating error-correction procedures for oral reading. The Journal of Special Education, 13, 145-156.
20.
Jenkins, J.R., Larson, K., & Fleisher, L. (1983). Effects of error correction on word recognition and reading comprehension.
21.
Juel, C. (1991). Beginning reading. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 759-788). New York: Longman.
22.
Kame'enui, E.J., & Simmons, D.C. (1990). Designing instructional strategies: The prevention of academic and learning problems. Columbus, OH: Macmillan.
23.
McDonagh, S. (2002). Reading Mastery Fast Cycle Fluency Passages. Eugene, OR: Institute for the Development of Educational Achievement.
24.
National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
25.
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf.
26.
Simeonsson, R.J. (1994). Promoting children's health, education, and well-being . In R. J. Simeonsson (Eds.), Risk, resilience, & prevention (pp. 3-11). Baltimore: P. H. Brookes.
Stanovich, K.E. (1991). Word recognition: Changing perspectives. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 418-452). New York: Longman .
30.
Stanovich, K.E. (1994). Constructivism in reading education. The Journal of Special Education, 28, 259-274.
31.
Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.
32.
Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K.K.S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58, 78.
33.
Torgensen, J.K., Wagner, R.K., & Rashotte, C.A. (1999). Test of word reading efficiency . Austin, TX: PRO-ED.
34.
Uhry, J.K., & Shepherd, M.J. (1997). Teaching phonological recoding to young children with phonological processing deficits: The effect on sight-vocabulary acquisition. Learning Disability Quarterly, 20, 104-125.
35.
Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.
36.
Woodcock, R. (1987). Woodcock Reading Mastery Test— Revised. Circle Pines, MN: American Guidance Service.
