Nonresponsive, sometimes responsive, and always responsive students differ reliably on problem behavior, vocabulary, naming speed, sentence imitation, syntactic awareness, and segmentation¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
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q3 i? Responsiveness status showed a statistically significant multivariate main effect on nine child-characteristic measures, with no main effect for intervention and no status-by-intervention interaction. → 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
MANOVA of 104 children classified as nonresponsive (n = 34), sometimes responsive (n = 26), or always responsive (n = 44) on nine pretreatment and posttreatment measures. The "multivariate main effect for respon- siveness status" was significant, with no main effect for intervention and no interaction.
"The Wilks’ Λ test statistic indicated a statistically significant multivariate main effect for respon- siveness status, F(9, 164) = 5.29 p < .001; absence of a main effect for interven- tion, F(27, 240.13) = .76, ns; and absence of an interaction between student re- sponsiveness status and intervention, F(54, 422.71) = 1.00, ns."
Discussion¶
Related Claims¶
- Nonresponsive students scored significantly lower than always responsive students on seven measures and higher on problem behavior
- Nonresponsive students were in classrooms with lower-quality Ladders implementation and lower fall first-grade PALS fidelity — related
- Naming speed, vocabulary, sentence imitation, problem behavior, and amount of intervention correctly classify most nonresponsive and always responsive students — related
- Nonresponsiveness to kindergarten intervention is persistent and predicts school-identified reading problems through third grade — related
- Always responsive students showed large effect-size advantages over nonresponsive students, with the largest effect sizes ranging from 0.58 to 1.72 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
responsiveness-groups-differ-child-characteristics |
title |
Nonresponsive, sometimes responsive, and always responsive students differ reliably on problem behavior, vocabulary, naming speed, sentence imitation, syntactic awareness, and segmentation |
description |
Nonresponsive, sometimes responsive, and always responsive students differ reliably on problem behavior, vocabulary, naming speed, sentence imitation, syntactic awareness, and segmentation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2006 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — al-otaiba-2006 |
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