Inadequate responders were more likely to have identified disabilities and limited English proficiency than adequate responders or typical readers¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-hoc chi-square analyses with Sidak-adjusted residuals showed inadequate responders were more likely to have an identified learning disability or other health impairment and to be labeled limited English proficient. → Cho Eunsoo 2015

Evidence¶

Cho Eunsoo 2015¶

Cho Eunsoo, Roberts Garrett J., Capin Philip, Roberts Greg, Miciak Jeremy, Vaughn Sharon. (2015). Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention. Learning Disabilities Research & Practice. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4793275/

q3 · i? · associational · r1

Post-hoc analysis of demographic differences across three reader groups (TR vs. AR vs. IR) using adjusted standardized residuals. The analysis found "inadequate responders were more likely to have an identified learning disability or other health impairment and also more likely to be labeled as limited English proficiency than adequate responders and typical readers". Omnibus chi-squares were significant for gender, special education, LEP, and ethnicity.

"After adjusting alpha levels for multiple comparisons (using the Sidak method; see Beasley & Schumacker, 1995; Haberman, 1973), we found that inadequate responders were more likely to have an identified learning disability or other health impairment and also more likely to be labeled as limited English proficiency than adequate responders and typical readers."

Discussion¶

Related Claims¶

• Both inadequate responder groups show more teacher-rated attention problems and lower self-reported self-efficacy than typical readers — related
• ELs with identified disabilities made slower progress toward English skills and had lower attendance, and were more likely to opt out of bilingual services — related
• The multivariate omnibus test shows significant cognitive profile differences across the four reader groups — related
• Phonological awareness and rapid naming differentiate inadequate responders with word reading deficits from those without — related
• Different responsiveness-determination approaches (status vs. slope, criteria, domains, cut points) identify different students as adequate and inadequate responders, with little or no overlap — related