Characteristics of Children Who Are Unresponsive to Early Literacy Intervention

By Stephanie Al Otaiba, Douglas Fuchs. 2002

420 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/35e30584cc06a002cb240d99eb7b6feddecef75c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005, background): “In an extensive review of research addressing responsiveness to reading instruction, Al Otaiba and Fuchs (2002) showed that researchers have used one of two types of indicators of reading progress: performance level or growth rate.”
Academic Achievement of K-12 Students with Emotional and Behavioral Disorders (2004, background): “Research in the area of reading indicates that students with E/BD may need unique instructional approaches because children with behavior problems were generally unresponsive to effective prereading and reading intervention (Al Otaiba & Fuchs, 2002; Nelson, Benner, & Gonzalez, 2003).”
Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta–Analytic Review (2003, methodology): “These researchers followed a seven-step search process (see Al Otaiba & Fuchs, 2002 for a complete description): (1) identified list of relevant search terms (e.g., reading difficulties) using the Educational Resources Information Center’s (ERIC’s) thesaurus of descriptors; (2) entered the…”
Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007, background): “…researchers studying alternate identification strategies for children with severe difficulties with reading decoding skills, such as failure to respond to empirically validated interventions, have implicated some cognitive abilities as important (see Al Otaiba & Fuchs, 2002, and Torgesen, 2000).”
Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction (2006, background): “Al Otaiba & Fuchs ( 2002 ) attempted to identify characteristics of children predictive of their responsiveness to PALS.”
Technical Adequacy of Response to Intervention Decisions (2011, background): “Risk factors that might function prominently include direct measures of child performance, age of the child, socioeconomic status (SES) status of the child, and previous failure (Al Otaiba & Fuchs, 2002).”
Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades (2020, background): “Three of these do not examine the impacts of reading interventions: Al Otaiba and Fuchs (2002), Stuebing et al. (2015), and Tran, Sanchez, Arellano, and Swanson (2011) explored the relationship between students’ prior reading abilities and other learner characteristics and their responsiveness to…”
Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction (2004, background): “We decided that a child who, having gone through our text structure instruction, did not apply the strategies he or she was taught or did not transfer them to novel texts would be considered a nonresponder (Al Otaiba & Fuchs, 2002).”
Kindergarten Reading Interventions for At-Risk Students: Twenty Year s of Research (2004, background): “Third, reference sections from three relevant literature reviews were examined to identify additional studies that were not captured through computer searches (i.e., Al-Otaiba & Fuchs, 2002; Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, & Shanahan, 2001; Troia, 1999).”
On the Irrelevance of Intelligence in Predicting Responsiveness to Reading Instruction (2006, positive): “Indeed, an emerging literature, recently summarized by Al Otaiba and Fuchs (2002), suggests the impor- 24 Fall 2006 tance of phonological awareness, phonological encoding and discrimination, naming speed, attention and behavior, orthographic processing, and level of English proficiency to poor…”
The role of emotion regulation in children's early academic success. (2007, background): “…with previous research showing that children with deficits in behavioral control – such as those with externalizing problems including aggression and antisocial behavior – are more likely to have co-occurring academic difficulties (Al Otaiba & Fuchs, 2002; Malecki & Elliot, 2002; Wentzel, 1993).”
Instruction in Reading Comprehension for Primary-Grade Students (2005, background): “On the basis of certain posttest outcome measures that assessed strategy application and transfer, we categorized the participants as either responders or nonresponders (Al Otaiba & Fuchs, 2002).”
Response to Early Reading Intervention Examining Higher and Lower Responders (2009, background): “Despite the success of early reading intervention studies in improving the reading outcomes of many students with reading difficulties, findings also reveal that some students progress at a much lower rate, struggling considerably with reading even after intervention (Al Otaiba & Fuchs, 2002).”