Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods

By Kristen L. McMaster, Douglas Fuchs, Lynn S. Fuchs, Donald L. Compton. 2005

318 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/53ae4b61d8f13282905d54d5607206bd703002c6

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Response to Early Reading Intervention Examining Higher and Lower Responders (2009, background): “The number of participants is in the range of those used in most studies (e.g., Denton et al., 2006; McMaster et al., 2005; Vaughn et al., 2003; Vellutino et al., 2006) but lower than desirable.”
Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities (2008, unknown): “Al Otaiba & Fuchs, 2006; Fuchs et al., 2005; McMaster, Fuchs, Fuchs, & Compton, 2005; O’Connor, 2000; Vaughn, Linan-Thompson, & Hickman, 2003; Vellutino et al., 1996).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, background): “For example, McMaster et al. (2005) compared the proportion of students ( N = 174) identiﬁed as nonresponsive after nine weeks of intervention across performance-only measures, growth-rate-only measures, and application of a dual discrepancy considering both growth rate and performance.”
Peer-Assisted Learning Strategies (2005, unknown): “Domain average for alphabetics (McMaster et al., 2005) –0.”
Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction (2006, background): “In an attempt to address such unresponsiveness, McMaster, Fuchs, Fuchs, and Compton ( 2005 ) explored ways to identify and provide further intervention to students unresponsive to PALS.”
Comparison of dual discrepancy criteria to assess response to intervention (2005, result): “Thus, the comparisons of mean reading scores and prevalence rates between DD and the individual criteria (post-intervention fluency level and fluency growth with four criteria) supported the superiority of DD over individual criteria, as was the case in previous research as well (Fuchs, 2003; McMast”
Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence (2009, unknown): “Many of the approaches to improving fluency for students with or at risk for LD could be categorized as focusing on repeated reading (Meyer & Felton); partner reading (e.g., Arreaga-Mayer, Terry, & Greenwood, 1998; Fuchs, Fuchs, Mathes, & Simmons, 1997); or other procedures which support repeated re”
An Empirical Review of Psychometric Evidence for the Dynamic Indicators of Basic Early Literacy Skills (2010, methodology): “Second, only Riedel (2007) directly compared evidence across groups, and these comparisons were solely based on language (i.”