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Title page for ETD etd-03222019-132215


Type of Document Dissertation
Author Hendricks, Emma Lu
URN etd-03222019-132215
Title Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Douglas Fuchs Committee Chair
Amanda Goodwin Committee Member
Jeanne Wanzek Committee Member
Lynn Fuchs Committee Member
Keywords
  • near transfer
  • strategy instruction
  • reading comprehension
  • expository text
  • intervention
  • poor comprehenders
Date of Defense 2019-03-18
Availability unrestricted
Abstract
This study’s primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5. Additional study aims were to explore (a) the utility of various methods (e.g., “growth” versus “final status”) and measures (e.g., “near-transfer” versus “far-transfer”) in operationalizing response; and (b) whether these various methods and measures identified similar or dissimilar groups of children. Logistic regression analyses were used to investigate the predictors of response for each combination of methods and outcome measures. Findings indicated that students with higher pre-treatment scores on expressive vocabulary, non-verbal IQ, teacher ratings of attention, and reading comprehension measures were more likely to be classified as responsive with final status methods. Conversely, students with lower pre-treatment reading comprehension scores were more likely to be identified as responsive using growth methods. Implications of these and other findings will be discussed.
Files
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