Topics0 Early RTI measures and criteria as predictors of reading disability

in the beginning of third grade (Beach & O’Connor, 2013)

0 Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles (Duff, Hayiou-Thomas, and Hulme, 2012)

0 Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD + ADHD, and typical comparison (Lee & Zentall, 2012)

0 Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic (Waesche, et. al, 2011)

0 Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning (Wilcutt, et. al, 2013)

Methods0 Predictors of RD (Beach & O’Connor, 2013)

0 Standardized assessments for word-reading fluency (WR-F) and comprehension vocabulary (C-V); Scores were used to pose responder status against RD classification to identify predictor of RD at the beginning of third grade.

0 Phonologically Based RI (Duff, et. al, 2012)0 A 10-week RI for a group of 29 children (ages 5-6 years);

alongside a control group of 30 peers, they were assessed prior to, immediately after, and 6 months after the intervention.

0 Reading Motivational Differences (Lee & Zentall, 2012)0 133 fifth grade students (RD, ADHD, RD + ADHD, ND) were

given the Motivation for Reading Questionnaire (MRQ) and Reading Activity Inventory (RAI).

Methods (cont.)0Definitions of RD (Waesche, et. al, 2011)

0 Affected-status agreement statistic was used to compare 4 definitions of RD: unexpected low achievement (ULA), low achievement (LA), low growth (LG), and dual discrepancy (DD); assessment data from 288,114 first-through third-grade students in the state of Florida was used.

0Comorbidity between RD & MD (Wilcutt, et. al, 2013)0 Two-hundred-and-forty-one students with RD only; 183

students with MD only; 188 students with RD + MD; and 419 students without RD or MD were tested for general cognitive ability, reading and math achievement, processing speed, and component reading and language skills.

What is a Reading Disability?

What is a Reading Disability?

0 Several Competing Definitions (Waesche, et. al, 2011):

0 Unexpected low achievement (ULA)– traditional

0 Low achievement (LA) – RtI-based

0 Low growth (LG) – RtI-based

0 Dual Discrepancy (DD) – RtI-based

Do these models find similar results?

“Agreement between the traditional unexpected LA and the three RTI-based definitions of LG, LA, and DD was poor, though at greater than chance levels of agreement.”

-- Waesche, et. al, 2011

Who has a Reading Disability?

0 Predictors (Beach & O’Connor, 2013)

0 Word Identification Fluency (WIF) – 1st Grade

0 Oral Reading Fluency (ORF) – 2nd Grade

0 Woodcock Reading Mastery Test (WRMT) – 2nd Grade

What are other traits of students with RD?

(Lee & Zentall, 2012)

0 Lower Intrinsic Motivation

0 Lower Extrinsic Motivation

0 Lower Self-efficacy

0Higher Work avoidance

Motivational Terms

0 Intrinsic Motivation – An internal drive to engage and persist on an activity (Schunk, Pintrich, & Meece, 2008)

0 Extrinsic Motivation – Task persistence in response to potential outcomes (Schunk, et. al., 2008; Wingfield et al., 2004)

0 Self-Efficacy – “Students’ perceptions of competence” & “beliefs about individual capabilites to learn” (Guthrie, Coddington, & Wingfield, 2009)

0 Work Avoidance – Failing to complete academic tasks and investing minimal time and effort (Zentall & Beike, 2012)

How can we help students with RD?

0Response to Intervention (RtI)

0 Reading Skills (Duff, et. al, 2012)

0Early word reading

0Phonetic spelling (letter sounds)

0Phoneme awareness (understanding that words are made up of sounds)

0 Motivation Skills (Lee & Zentall, 2012)

0Extrinsic motivation

0Social reading activities

Beyond RD…

0 Comorbidity

0 RD + ADHD (Lee & Zentall, 2012)0Social motivation

0Social reading activities

0 RD + Math Disabilities (MD) (Wilcutt, et. al, 2013)0Competing explanations

0Co-occurrence: weaknesses in verbal comprehension, processing speed, and working memory

ReferencesBeach, K.D., & O’Connor, R.E. (2013). Early response-to-intervention measures and criteria as predictors of

reading disability in the beginning of third grade. Journal of Learning Disabilities. Advance online publication. doi: 10.1177/0022219413495451

Duff, F.J., Hayiou-Thomas, M.E., & Hulme, C. (2012). Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles. Reading and Writing, 25, 621-640. doi: 10.1007/s11145-010-9291-6

Lee, J., Zentall, S.S. (2012). Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD + ADHD, and typical comparison. Learning and Individual Differences, 22, 778-785. Retrieved from http://www.sciencedirect.com.proxy.library.vcu.edu/science/art icle/pii/S1041608012000660

Waesche, J.S., Schatschneider, C., Maner, J.K., Ahmed, Y., Wagner, R.K. (2011). Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Journal of Learning Disabilities. Advance online publication. doi: 10.1177/0022219410392048

Willcutt, E.G., Petrill, S.A., Wu, S., Boada, R., DeFries, J.C., Olson, R.K., & Pennington, B.F. (2013). Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning. Journal of Learning Disabilities. Advance online publication. doi:.1177/0022219413477476