Different responsiveness-determination approaches (status vs. slope, criteria, domains, cut points) identify different students as adequate and inadequate responders, with little or no overlap¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Methods of determining instructional response differ on four dimensions, and approaches differing on these dimensions are likely to identify different students as adequate and inadequate responders. → Denton Carolyn A 2012

Evidence¶

Denton Carolyn A 2012¶

Denton Carolyn A. (2012). Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions. Journal of Learning Disabilities. https://doi.org/10.1177/0022219412442155

q2 · i? · review · r2

The review states the four dimensions on which responsiveness methods differ (status vs. slope, direct criteria vs. discrepancy formulas, reading domains evaluated, and specific cut points) and concludes "there may be little or no overlap in the identified groups." The field has not agreed on a gold-standard performance level for adequate response.

"Approaches that differ on these dimensions are likely to identify different students as adequate and inadequate responders, and there may be little or no overlap in the identified groups (Barth et al., 2008; D. Fuchs et al., 2008)."

Discussion¶

Related Claims¶

• Many English-only students would fail locally determined cutoff scores often applied to English Learner students under California's Criterion 4 basic-skills requirement — related
• Definitions of developmental dyscalculia vary widely across studies, with diagnostic cutoffs ranging from below the 3rd to below the 25th percentile — a narrower finding that bears on this claim
• End-of-Grade-1 oral reading fluency status predicts later reading comprehension better than growth slope, though slope added to first-grade screening accuracy in one study — related
• Inadequate responders were more likely to have identified disabilities and limited English proficiency than adequate responders or typical readers — related
• Both inadequate responder groups show more teacher-rated attention problems and lower self-reported self-efficacy than typical readers — related
• Inadequate responders to fourth-grade reading intervention show lower verbal knowledge and listening comprehension than adequate responders and typical readers — related
• The multivariate omnibus test shows significant cognitive profile differences across the four reader groups — related
• Included studies show considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties — related