Responsiveness-to-Intervention Symposium
December 4-5, 2003 * Kansas City, Missouri
The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.
Frank R. Vellutino of the University at Albany presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.
Response to Intervention as a Vehicle for Distinguishing
Between Reading Disabled and Non-Reading Disabled Children:
Evidence for the Role of Kindergarten and First Grade Intervention
Table 10. Performance Levels for Poor Readers Who Were Difficult to Remediate, Poor Readers Who Were Less Difficult to Remediate, No Longer at Risk Who Received Kindergarten Intervention, Average IQ Normal and Above Average IQ Normal Groups on the First and Third Grade Cognitive Measures
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| Poor Reader
Difficult to Remediate (n=19) |
Poor Reader Less Difficult to Remediate
(n=26) |
No Longer at Risk
Kindergarten Intervention (n=72) |
Average IQ Normal Controls
(n=27) |
Above Average IQ Normal Controls
(n=27) |
|
| 1st Grade Orthographic Awareness (30)1 | |||||
| M | 23.94 | 25.69 | 26.26 | 26.93 | 27.41 |
| SD | 4.50 | 2.40 | 2.25 | 2.32 | 1.34 |
| 3rd Grade Orthographic Awareness (40)1 | |||||
| M | 35.26 | 36.04 | 35.76 | 37.15 | 36.37 |
| SD | 2.90 | 2.57 | 2.64 | 1.73 | 3.52 |
| 1st Grade Rapid Naming Letters (time in seconds) | |||||
| M | 45.74 | 40.58 | 38.71 | 33.26 | 32.74 |
| SD | 8.28 | 9.55 | 9.45 | 10.47 | 8.12 |
| 3rd Grade Rapid Naming Letters (time in seconds) | |||||
| M | 33.89 | 30.35 | 28.42 | 25.67 | 26.65 |
| SD | 6.86 | 8.39 | 5.82 | 5.31 | 5.25 |
| 1st Grade Rapid Naming Objects (time in seconds) | |||||
| M | 63.84 | 57.69 | 57.88 | 51.89 | 49.89 |
| SD | 13.41 | 12.73 | 11.90 | 14.62 | 12.58 |
| 3rd Grade Rapid Naming Objects (time in seconds) | |||||
| M | 52.42 | 51.152 | 47.65 | 42.81 | 42.27 |
| SD | 12.61 | 17.31 | 9.43 | 8.14 | 8.04 |
| 3rd Grade Boston Naming Spontaneously Correct (60)1 | |||||
| M | 32.68 | 34.50 | 37.22 | 38.89 | 42.81 |
| SD | 5.51 | 4.54 | 4.43 | 3.41 | 4.80 |
| 1st Grade Phonological Memory Raw Score (48)1 | |||||
| M | 15.79 | 14.96 | 17.42 | 18.04 | 20.67 |
| SD | 4.52 | 4.56 | 5.62 | 3.97 | 6.82 |
| 3rd Grade Phonological Memory Raw Score (48)1 | |||||
| M | 18.89 | 20.62 | 24.19 | 25.07 | 28.04 |
| SD | 3.89 | 4.77 | 5.34 | 4.87 | 5.83 |
| 3rd Grade Sentence Memory Raw Score (7)1 | |||||
| M | 5.32 | 5.58 | 6.07 | 6.26 | 6.48 |
| SD | 1.46 | .95 | .81 | .86 | .85 |
| 3rd Grade Word String Memory Raw Score (7)1 | |||||
| M | 1.68 | 1.62 | 2.01 | 2.22 | 2.26 |
| SD | 1.00 | .85 | .66 | .51 | .66 |
| 3rd Grade WISC-III Digit Span Scaled Score | |||||
| M | 8.58 | 8.15 | 10.46 | 11.19 | 13.15 |
| SD | 2.17 | 2.43 | 3.05 | 3.03 | 2.57 |
| 3rd Grade CELF Recalling Sentences Standard Score | |||||
| M | 8.89 | 8.96 | 10.69 | 10.37 | 12.48 |
| SD | 3.05 | 2.47 | 2.25 | 2.39 | 2.67 |
| 3rd Grade Peabody Picture Vocabulary Test Standard Score | |||||
| M | 97.95 | 99.73 | 103.53 | 102.70 | 115.33 |
| SD | 9.49 | 9.22 | 11.19 | 9.71 | 10.37 |
| 3rd Grade WISC-III Verbal IQ Score | |||||
| M | 93.89 | 97.15 | 105.51 | 107.19 | 120.56 |
| SD | 8.84 | 11.84 | 9.02 | 8.17 | 7.75 |
| 3rd Grade WISC-III Performance IQ Score | |||||
| M | 98.68 | 96.04 | 105.89 | 99.93 | 120.67 |
| SD | 10.66 | 11.49 | 11.78 | 8.46 | 7.42 |
| 3rd Grade WISC-III Full IQ Score | |||||
| M | 95.63 | 95.92 | 106.03 | 103.81 | 122.59 |
| SD | 6.06 | 10.31 | 9.41 | 7.62 | 5.10 |
1 number in parenthesis indicates maximum possible score on the measure
2 Note that one LDR child's naming speed on the Object Naming task was atypical (107 seconds). When this child's score was removed from the distribution the mean LDR score for object naming was 48.92 and the standard deviation was 13.30.
KEY
WISC-III -- Wechsler Intelligence Scale for Children III
CELF-3 -- Clinical Evaluation of Language Fundamentals 3
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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education. |
