A meta-analysis attributes the strongest predictors of nonresponsiveness to rapid naming and problem behavior¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Nelson, Benner, and Gonzalez's meta-analysis reported noteworthy predictors of treatment effectiveness: rapid naming (Zr = 0.51), problem behavior (Zr = 0.46), phonological awareness (Zr = 0.42), alphabetic understanding (Zr = 0.35), memory (Zr = 0.31), IQ (Zr = 0.26), and demographics (Zr = 0.07). → Al Otaiba 2006

Evidence¶

Al Otaiba 2006¶

Al Otaiba, S., & Fuchs, D. (2006). Who Are the Young Children for Whom Best Practices in Reading Are Ineffective? An Experimental and Longitudinal Study. Journal of Learning Disabilities, 39(5), 414-431. https://journals.sagepub.com/doi/10.1177/00222194060390050401

q2 · i? · causal · r2

The article reports, citing Nelson, Benner, and Gonzalez (2003), a meta-analysis extending the authors' earlier review with seven additional studies of nonresponders. The review attributes the printed Zr values for seven learner characteristics to that meta-analysis.

"Second, they used meta-analytic tech- niques to explore the relative im- portance of individual learner charac- teristics to treatment effectiveness. Noteworthy predictors were rapid naming (Zr = 0.51), problem behavior (Zr= 0.46), phonological awareness (Zr = 0.42), alphabetic understanding (Zr = 0.35), memory (Zr = 0.31), IQ (Zr = 0.26), and demographics (Zr = 0.07)."

Discussion¶

Related Claims¶

• Phonological awareness and rapid naming differentiate inadequate responders with word reading deficits from those without — related
• Naming speed, vocabulary, sentence imitation, problem behavior, and amount of intervention correctly classify most nonresponsive and always responsive students — related
• In the Nelson, Benner, & Gonzalez (2005) RCT, SSL produced statistically significant positive effects on all five alphabetics outcomes — related
• Nonresponsiveness to kindergarten intervention is persistent and predicts school-identified reading problems through third grade — related
• Nonresponsive students scored significantly lower than always responsive students on seven measures and higher on problem behavior — related
• Individual differences predicted response: estimated IQ predicted growth during intervention on seven of eight outcomes, while vocabulary and visual sequential memory predicted growth during follow-up — related