Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention

Abstract

This study’s primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5. Additional study aims were to explore (a) the utility of various methods (e.g., “growth” versus “final status”) and measures (e.g., “near-transfer” versus “far-transfer”) in operationalizing response; and (b) whether these various methods and measures identified similar or dissimilar groups of children. Logistic regression analyses were used to investigate the predictors of response for each combination of methods and outcome measures. Findings indicated that students with higher pre-treatment scores on expressive vocabulary, non-verbal IQ, teacher ratings of attention, and reading comprehension measures were more likely to be classified as responsive with final status methods. Conversely, students with lower pre-treatment reading comprehension scores were more likely to be identified as responsive using growth methods. Implications of these and other findings will be discussed.