A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities

2011 ◽  
Vol 44 (3) ◽  
pp. 283-295 ◽  
Author(s):  
Loan Tran ◽  
Tori Sanchez ◽  
Brenda Arellano ◽  
H. Lee Swanson
Keyword(s):  
At Risk ◽  
Hierarchical Linear Modeling ◽  
Word Identification ◽  
Meta Analysis ◽  
Group Instruction ◽  
Linear Modeling ◽  
Word Attack ◽  
Low Responders ◽  
At Risk Children ◽  
Weighted Effect

This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest ( M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest ( M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identification = 1.06 vs. 1.53, word attack = 1.10 vs. 1.28, and passage comprehension, 0.45 vs. 1.43). Hierarchical linear modeling indicated that overall posttest ESs were significantly moderated by pretest scores as well as the type of measure administered, whereas no significant moderating effects were found for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis suggested that regardless of type of treatment and identification criteria, response-to-intervention (RTI) conditions were not effective in mitigating learner characteristics related to pretest conditions.

Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis

2012 ◽  
Vol 37 (2) ◽  
pp. 55-77 ◽  
Author(s):  
Nicholas A. Gage ◽  
Timothy J. Lewis ◽  
Janine P. Stichter
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Hierarchical Linear Modeling ◽  
Meta Analysis ◽  
Behavioral Assessment ◽  
Functional Behavior Assessment ◽  
Behavioral Disorder ◽  
Single Subject ◽  
Linear Modeling

Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on literature review or analyses using nonparametric effect size calculations. This study was designed to examine the omnibus effect that FBA-based interventions have on problem behaviors for students with or at risk for EBD in schools using a hierarchical linear modeling meta-analytic approach to SSD synthesis. Based on a sample of 69 FBA studies, 146 subjects, and 206 outcome graphs, results indicated that, overall, FBA-based interventions reduced problem behavior by an average of 70.5% and that the procedure was effective across all student characteristics. Differences of effectiveness were evident between functional analysis and descriptive assessment procedures. Findings of this study suggest that FBA-based interventions for students with or at risk for EBD are an effective approach for the reduction of problem behaviors.

Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature

2009 ◽  
Vol 79 (4) ◽  
pp. 1362-1390 ◽  
Author(s):  
H. Lee Swanson ◽  
Ching-Ju Hsieh
Keyword(s):  
Hierarchical Linear Modeling ◽  
Verbal Memory ◽  
Phonological Processing ◽  
Reading Disabilities ◽  
Meta Analysis ◽  
Naming Speed ◽  
Reading Scores ◽  
Linear Modeling ◽  
Process Measures ◽  
Word Attack

This article synthesizes the experimental literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities to those of average-achieving adult readers. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading disabilities on measures assumed to relate to overall reading competence. In all, 52 studies met criteria for a meta-analysis, yielding 776 effect sizes (ESs) with an overall a weighted ES of 0.72 ( SD = 0.54). Moderate to high ESs in favor of adults without reading disabilities emerged on measures of cognition (naming speed [ M = 0.96], phonological processing [ M = 0..87], verbal memory [ M = 0.62]) and achievement (word attack [ M = 1.33], math [ M = 0.75], vocabulary [ M = 0.71], spelling [ M = 1.57], and writing [ M = 0.72]). Hierarchical linear modeling indicated that verbal IQ, vocabulary, math, spelling, and specific cognitive process measures (naming speed, phonological processing, and verbal memory) significantly moderated overall group ES differences. Significantly larger ESs emerged for studies with relatively higher IQ scores when compared to studies with IQ and reading scores in the same low range. Overall, the results support the notion that reading achievement and cognitive deficits in adults with reading disabilities are persistent across age.

scholarly journals Students’ mathematics achievement in Mindanao context: A meta-analysis

2020 ◽  
Vol 5 (2) ◽  
pp. 148-159
Author(s):  
Roar Abalos Callaman ◽  
Estela Corro Itaas
Keyword(s):  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Linear Modeling ◽  
Related Factors ◽  
Public And Private ◽  
Factors Affecting ◽  
Learning Attitudes ◽  
Multi Stage

Over the years, there have been several studies exploring the factors affecting mathematics achievement. However, no study, specifically in the Mindanao context has attempted to summarize or illustrate the model for these sets of studies. This study aims to analyze the overall effect size of the factors on the student’s achievement in mathematics. The causal-comparative research design was utilized to synthesize the existing research about the student-related, teacher-related, and school-related factors that have -greatly influenced students’ mathematics achievement. Through the use of a multi-stage sampling design, 200 existing studies were funneled down to 50 with 158 effect sizes which met the inclusion criteria coming from the different colleges and universities in Mindanao. To determine the significant factors be included in the model that significantly influence students’ achievement, Hierarchical Linear Modeling (HLM) was utilized. The findings revealed that the overall effect sizes have a small effect on mathematics achievement. On the other hand, mathematical skills, attitude, and self-efficacy are found to be the predictors of students’ mathematical achievement. Further, it was concluded that the type of school where the student is studying could cause significant variation in the effect sizes. It is recommended that educational institutions may review regularly the curriculum addressing the disparity of achievement between public and private schools. Also, teachers may utilize varied teaching strategies so that students would develop interest and positive learning attitudes towards mathematics.

Literacy Learning Cohorts

2016 ◽  
Vol 83 (2) ◽  
pp. 143-164 ◽  
Author(s):  
Mary Brownell ◽  
Mary Theresa Kiely ◽  
Diane Haager ◽  
Alison Boardman ◽  
Nancy Corbett ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Hierarchical Linear Modeling ◽  
Comparison Group ◽  
Literacy Learning ◽  
Instructional Time ◽  
Students With Learning Disabilities ◽  
Word Study ◽  
Linear Modeling ◽  
Word Attack ◽  
Decoding Efficiency

Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.

Systematic meta-analysis of childhood social withdrawal in schizophrenia, and comparison with data from at-risk children aged 9–14 years

2013 ◽  
Vol 47 (8) ◽  
pp. 1061-1068 ◽  
Author(s):  
Sandra L. Matheson ◽  
Hena Vijayan ◽  
Hannah Dickson ◽  
Alana M. Shepherd ◽  
Vaughan J. Carr ◽  
...  
Keyword(s):  
At Risk ◽  
Social Withdrawal ◽  
Meta Analysis ◽  
At Risk Children

Characteristics of Moderators in Meta-Analyses of Single-Case Experimental Design Studies

2021 ◽  
pp. 014544552110021
Author(s):  
Mariola Moeyaert ◽  
Panpan Yang ◽  
Xinyun Xu ◽  
Esther Kim
Keyword(s):  
Systematic Review ◽  
Experimental Design ◽  
Hierarchical Linear Modeling ◽  
Single Case ◽  
Meta Analysis ◽  
Hierarchical Linear Model ◽  
Data Retrieval ◽  
Measurement Scale ◽  
Linear Modeling ◽  
Meta Analyses

Hierarchical linear modeling (HLM) has been recommended as a meta-analytic technique for the quantitative synthesis of single-case experimental design (SCED) studies. The HLM approach is flexible and can model a variety of different SCED data complexities, such as intervention heterogeneity. A major advantage of using HLM is that participant and-or study characteristics can be incorporated in the model in an attempt to explain intervention heterogeneity. The inclusion of moderators in the context of meta-analysis of SCED studies did not yet receive attention and is in need of methodological research. Prior to extending methodological work validating the hierarchical linear model including moderators at the different levels, an overview of characteristics of moderators typically encountered in the field is needed. This will inform design conditions to be embedded in future methodological studies and ensure that these conditions are realistic and representative for the field of SCED meta-analyses. This study presents the results of systematic review of SCED meta-analyses, with the particular focus on moderator characteristic. The initial search yielded a total of 910 articles and book chapters. After excluding duplicate studies and non peer-reviewed studies, 658 unique peer-reviewed studies were maintained and screened by two independent researchers. Sixty articles met the inclusion criteria and were eligible for data retrieval. The results of the analysis of moderator characteristics retrieved from these 60 meta-analyses are presented. The first part of the results section contains an overview of moderator characteristics per moderator level (within-participant level, participant level, and study level), including the types of moderators, the ratio of the number of moderators relative to the number of units at that level, the measurement scale, and the degree of missing data. The second part of the results section focuses on the metric used to quantify moderator effectiveness and the analysis approach. Based on the results of the systematic review, recommendations are given for conditions to be included in future methodological work.

Sign in / Sign up

Export Citation Format

Share Document