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Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension
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| Zeitschriftentitel: | Learning Disability Quarterly |
|---|---|
| Personen und Körperschaften: | , , , , |
| In: | Learning Disability Quarterly, 42, 2019, 1, S. 17-31 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
SAGE Publications
|
| Schlagwörter: |
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Miciak, Jeremy Cirino, Paul T. Ahmed, Yusra Reid, Erin Vaughn, Sharon Miciak, Jeremy Cirino, Paul T. Ahmed, Yusra Reid, Erin Vaughn, Sharon |
|---|---|
| author |
Miciak, Jeremy Cirino, Paul T. Ahmed, Yusra Reid, Erin Vaughn, Sharon |
| spellingShingle |
Miciak, Jeremy Cirino, Paul T. Ahmed, Yusra Reid, Erin Vaughn, Sharon Learning Disability Quarterly Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension Behavioral Neuroscience General Health Professions Education |
| author_sort |
miciak, jeremy |
| spelling |
Miciak, Jeremy Cirino, Paul T. Ahmed, Yusra Reid, Erin Vaughn, Sharon 0731-9487 2168-376X SAGE Publications Behavioral Neuroscience General Health Professions Education http://dx.doi.org/10.1177/0731948717749935 <jats:p> Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine whether EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions. </jats:p> Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension Learning Disability Quarterly |
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| title |
Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
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Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
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Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
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Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
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Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
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Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
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executive functions and response to intervention: identification of students struggling with reading comprehension |
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Behavioral Neuroscience General Health Professions Education |
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2019 |
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<jats:p> Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine whether EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions. </jats:p> |
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| description | <jats:p> Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine whether EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions. </jats:p> |
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| spelling | Miciak, Jeremy Cirino, Paul T. Ahmed, Yusra Reid, Erin Vaughn, Sharon 0731-9487 2168-376X SAGE Publications Behavioral Neuroscience General Health Professions Education http://dx.doi.org/10.1177/0731948717749935 <jats:p> Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine whether EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions. </jats:p> Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension Learning Disability Quarterly |
| spellingShingle | Miciak, Jeremy, Cirino, Paul T., Ahmed, Yusra, Reid, Erin, Vaughn, Sharon, Learning Disability Quarterly, Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension, Behavioral Neuroscience, General Health Professions, Education |
| title | Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
| title_full | Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
| title_fullStr | Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
| title_full_unstemmed | Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
| title_short | Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
| title_sort | executive functions and response to intervention: identification of students struggling with reading comprehension |
| title_unstemmed | Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension |
| topic | Behavioral Neuroscience, General Health Professions, Education |
| url | http://dx.doi.org/10.1177/0731948717749935 |