Understanding Inadequate Response to First-Grade Multi-Tier Intervention

Greulich, Luana; Otaiba, Stephanie Al; Schatschneider, Christopher; Wanzek, Jeanne; Ortiz, Miriam; Wagner, Richard K.

doi:10.1177/0731948714526999

Cited by 21 publications

(32 citation statements)

References 55 publications

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“…Positive activating emotions, such as hope and enjoyment, can have a positive impact on learning, for example, through increased motivation and benefits for self-regulation and learning strategies (see also Greulich et al, 2014). Previous research has shown that increased enjoyment of learning is associated with higher achievement in math among students in seventh and eighth grades (Ahmed et al, 2013).…”

Section: Associations Between Ld Academic Emotions and Academic Achmentioning

confidence: 99%

The Role of Learning Difficulties in Adolescents’ Academic Emotions and Academic Achievement

et al. 2019

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The present study examines associations between learning difficulties (LD), academic emotions, and academic achievement among 845 Grade 6 adolescents (455 girls, 390 boys). Reading difficulties (RD) and math difficulties (MD) were identified based on tested reading and math skills in the fall semester of Grade 6. At this time, the students also rated their hope, enjoyment, and anxiety regarding literacy and math. Information on students’ achievement in literacy and math, as well as their overall academic achievement, was gathered using questionnaires in both the fall and spring semesters of Grade 6. The results show, first, that students with RD had lower hope and higher anxiety toward reading than those without RD. Also, students with MD reported lower enjoyment, lower hope, and higher anxiety than those without MD. Furthermore, the results show that hope partly played a mediating role between LD and academic achievement in both the literacy and math domains. In addition, enjoyment played a mediating role in the math domain. The present study’s results indicate that subject-specific academic emotions should be taken into account when considering relations between LD and academic achievement.

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Section: Associations Between Ld Academic Emotions and Academic Achmentioning

confidence: 99%

The Role of Learning Difficulties in Adolescents’ Academic Emotions and Academic Achievement

et al. 2019

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“…In Al Otaiba et al (2014), Tier 3 consisted of small groups of 1–3 students. According to Greulich et al (2014), “Our interventionists expressed they wished they could have provided some one-on-one sessions to learn if…emotions could be changed through individualized attention and increased mastery” (p. 11). This primary difference between a one-on-one approach and a one-to-three approach is where we believe our study separates from previous studies.…”

Section: Literature Reviewmentioning

confidence: 99%

Upside‐Down Response to Intervention: A Quasi‐Experimental Study

Bouton

McConnell

Barquero

et al. 2018

Learn Disabil Res Pract

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This quasi‐experimental study explored a response‐to‐intervention (RTI) design in which Tiers 2 and 3 were inverted for the most at‐risk first grade students in reading intervention in seven classrooms (n = 24) across two culturally diverse schools. These students were matched using propensity scores and compared to a second group of first grade at‐risk students for reading difficulties who received a traditional RTI intervention program (n = 24) from 12 classrooms across nine culturally diverse schools in the same southeastern city. Interventions were identical with the exception of the RTI tier inversion. The intervention largely emphasized word‐level reading skills, with focus on letter‐sound correspondence, sight‐word recognition, and decoding, and also included spelling and fluency. Statistically significant effects were found for the intervention on word reading measures; however, differences for decoding measures were not found to be statistically significant. Given that the decoding assessments had effect sizes of .025 (small) and .037 (medium), a larger sample may demonstrate a significant positive impact of udRTI on these measures as well. Implications for continued study with the udRTI model are discussed.

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“…There is some evidence that aspects of orthographic knowledge are also predictors of reading (e.g., Georgiou, Parrila, & Papadopoulos, 2008 ;McCallum et al, 2006 ;Roberts & Mather, 1997 ). For example, in a comparison of the contribution of phonological and orthographic processing to reading ability in fi rst and second grade, Georgiou, Parrila, et al identifi ed that both processes contributed uniquely to reading ability.…”

Section: Linguistic Factorsmentioning

confidence: 99%

Interventions in Learning Disabilities

Schiff¹,

Joshi²

2016

Literacy Studies

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While language defi nes humanity, literacy defi nes civilization. Understandably, illiteracy or diffi culties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the fi gure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become diffi cult to integrate this abundance of information into a coherent body because of the artifi cial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills.More information about this series at

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Understanding Inadequate Response to First-Grade Multi-Tier Intervention

Cited by 21 publications

References 55 publications

The Role of Learning Difficulties in Adolescents’ Academic Emotions and Academic Achievement

The Role of Learning Difficulties in Adolescents’ Academic Emotions and Academic Achievement

Upside‐Down Response to Intervention: A Quasi‐Experimental Study

Interventions in Learning Disabilities

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