Project II — Early Intervention
Co- Principal Investigators
Dr. Jack M. Fletcher, University of Houston
Dr. Carolyn Denton, Children’s Learning Instutute, The University of Texas Health Science Center at Houston
Additional Investigators
Dr. Sharon Vaughn, The University of Texas at Austin
Description of the Project
Project II (Early Intervention) focuses on the instructional aspects of RTI, specifically on the effect of moderately intense levels of instructional intervention on student reading achievement. Two cohorts of students will participate in first grade and will be followed through grade 2 or 3. Students identified as at risk for reading problems will receive increasingly intense levels of reading instruction as a means of preventing the development of later reading difficulties. Their progress will be regularly monitored, and their reading outcomes will be compared to those of students not identified as being at risk.
Population/Participants
Follows two cohorts of students with reading difficulties from first to third grade.
Sites
Elementary schools in Del Valle and Houston, Texas.
Measures
- AIMSweb Reading Maze
- Clinical Evaluation of Language Fundamentals (CELF-4)
- Comprehensive Test of Phonological Processing (CTOPP)
- Continuous Monitoring of Early Reading Skills (CMERS)
- Dyslexia Screening Test-Junior (DST-J)
- Group Reading Assessment and Diagnostic Evaluation (GRADE)
- Kaufman Brief Intelligence Test- 2 (K-BIT-2)
- Spatial Working Memory
- Test of Word Reading Efficiency (TOWRE)
- Texas Primary Reading Inventory (TPRI)
- Wagner Alphabetic Writing Fluency and Sentence Writing Fluency Test
- Underlining
- Woodcock-Johnson III Tests of Achievement
- Word Identification Fluency
Timeline
2007–2011
Findings/Publications
2008
Barth, A. E., Stuebing, K. S., Anthony, J. A., Denton, C., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18, 296–307.Denton, C. A., & Vaughn, S. (2008). Reading and writing intervention for older students with disabilities: Possibilities and challenges. Learning Disabilities Research and Practice, 23(2), 61–62.
2009
Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30–37.2010
Barth, A. E., Denton, C. A., Stuebing, K. K., Fletcher, J. M., Cirino, P. T., Francis, D. J., & Vaughn, S. (2010). A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention. Journal of the International Neuropsychological Society, 16, 526–536.2011
Denton, C. A., Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S., Cirino, P. T., . . . Francis, D. J. (2011). The relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading, 15(2), 109–135.Denton, C. A., Cirino, P. T., Barth, A. E., Romain, M., Vaughn, S., Wexler, J., . . . Fletcher, J. M. (2011). An experimental study of scheduling and duration of "Tier 2" first grade reading intervention. Journal of Research on Educational Effectiveness, 4(3), 208–230.
Fletcher, J. M., Stuebing, K. K., Barth, A. E., Denton, C. A., Cirino, P. T., Francis, D. J., & Vaughn, S. (2011). Cognitive correlates of inadequate response to intervention. School Psychology Review, 40(1), 2–22.
In Press
Denton, C. A. (in press). Response to intervention for reading difficulties in the primary grades: Some answers and lingering questions. Journal of Learning Disabilities.Denton, C. A., & Al Otaiba, S. (in press). Teaching word identification to students with reading difficulties and disabilities. Focus on Exceptional Children.
Under Review
Barth, A. E., Barnes, M. A., Denton, C. A., Stuebing, K. K., Fletcher, J. M., & Cirino, P. T. (in review). Language profiles among poor comprehenders who respond adequately and inadequately to reading intervention. Journal of Speech, Language, and Hearing Research.Denton, C. A., Tolar, T., Cirino, P. T., Romain, M., Fletcher, J. M., Francis, D. J., & Vaughn, S. (in review). The effects of individualized Tier 3 reading intervention for students with persistent reading difficulties. Journal of Educational Psychology.
Fletcher, J. M., Stuebing, K. K., Barth, A. E., & Denton, C. A. (in review). Agreement and coverage of indicators of response to intervention: A multi-method comparison and simulation. School Psychology Review.
Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S., & Francis, D. (in review). Anxiety and inattention as predictors of early childhood reading and mathematics achievement.
Findings are also described in some of the presentations posted on this site.