Nonresponsive students scored significantly lower than always responsive students on seven measures and higher on problem behavior¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post hoc Tukey comparisons showed nonresponsive students scored significantly lower than always responsive students on Grammatical Closure, PPVT-R, pretreatment RLN, pretreatment RLS, pretreatment Segmentation, Sentence Imitation, and Word Discrimination, and significantly higher on the Achenbach. → 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

q3 · i? · causal · r2

Tukey HSD pairwise comparisons following the MANOVA of 104 children. Nonresponsive students scored lower than always responsive students on seven language and literacy measures (all p < .05 or stronger) and higher on the Achenbach problem behavior composite (p < .001).

"nonresponsive students had sig- nificantly lower scores than always re- sponsive students on Grammatical Closure ( p < .001), PPVT-R ( p < .001), pretreatment RLN ( p < .001), pretreat- ment RLS (p < .001), pretreatment Seg- mentation (p < .05), Sentence Imitation (p < .001), and Word Discrimination (p < .001). Nonresponsive students had significantly higher (i.e., more nega- tive) scores on the Achenbach ( p < .001)."

Discussion¶

Related Claims¶

• Nonresponsive, sometimes responsive, and always responsive students differ reliably on problem behavior, vocabulary, naming speed, sentence imitation, syntactic awareness, and segmentation
• Always responsive students showed large effect-size advantages over nonresponsive students, with the largest effect sizes ranging from 0.58 to 1.72
• Naming speed, vocabulary, sentence imitation, problem behavior, and amount of intervention correctly classify most nonresponsive and always responsive students
• Nonresponsive students were in classrooms with lower-quality Ladders implementation and lower fall first-grade PALS fidelity
• Nonresponsiveness to kindergarten intervention is persistent and predicts school-identified reading problems through third grade
• A meta-analysis attributes the strongest predictors of nonresponsiveness to rapid naming and problem behavior — related