Journal article
Predicting Intervention Effects With Preintervention Measures of Decoding: Evidence for a Skill-by-Treatment Interaction With Kindergarten and First-Grade Students
Learning disability quarterly, Vol.45(4), pp.320-330
11/01/2022
DOI: 10.1177/07319487221113026
Abstract
A skill-by-treatment interaction (STI) isolates skill deficits and manipulates conditions to match them to student needs. Based on the learning hierarchy, preintervention scores can help predict which intervention will be most successful for an individual student. This study compared the efficacy of a modeling and practice-based decoding intervention for 29 kindergarten and first-grade students. Results suggested that grade was not a significant predictor of which intervention was more effective, but preintervention accuracy in nonsense word fluency was a significant predictor of the more effective intervention, accounted for 68% of the variance, and correctly identified the more effective intervention 88% of the time.
Details
- Title: Subtitle
- Predicting Intervention Effects With Preintervention Measures of Decoding: Evidence for a Skill-by-Treatment Interaction With Kindergarten and First-Grade Students
- Creators
- Matthew K. Burns - University of MissouriHelen Young - University of MissouriElizabeth M. McCollom - University of MissouriMallory A. Stevens - University of MissouriJared T. Izumi - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Learning disability quarterly, Vol.45(4), pp.320-330
- Publisher
- Sage
- DOI
- 10.1177/07319487221113026
- ISSN
- 0731-9487
- eISSN
- 2168-376X
- Number of pages
- 11
- Language
- English
- Date published
- 11/01/2022
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371095302771
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