Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-13T05:48:37.915Z Has data issue: false hasContentIssue false
  • English
  • Français

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention

Published online by Cambridge University Press:  09 March 2018

Patricia Crespo ,
Juan E. Jiménez ,
Cristina Rodríguez ,
Doris Baker  and
Yonghan Park
Patricia Crespo*
Affiliation:
Universidad de la Laguna (Spain)
Juan E. Jiménez
Affiliation:
Universidad de la Laguna (Spain)
Cristina Rodríguez
Affiliation:
Universidad Católica de la Santísima Concepción (Chile)
Doris Baker
Affiliation:
Southern Methodist University (USA)
Yonghan Park
Affiliation:
Chungnam National University (Republic of Korea)
*
*Correspondence concerning this article should be addressed to Patricia Crespo, Departamento de Psicología Evolutiva y de la Educación de la Universidad de la Laguna. 38071. Santa Cruz de Tenerife (Spain). E-mail: pcrespo@ull.edu.es
Get access Rights & Permissions [Opens in a new window]

Abstract

The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

Keywords

at-riskearly interventionreading disabilitiesresponse to interventionSpanish language
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 21 , 2018 , E4
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This research has been possible thanks to the help of the National Program for Research Aimed at the Challenges of Society, ref. PSI2009-11662, with the second author as the lead researcher.

The second affiliation of Cristina Rodriguez is Universidad de la Laguna (Spain).

How to cite this article:

Crespo, P., Jiménez, J. E., Rodríguez, C., Baker, D., & Park, Y. (2018). Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention. The Spanish Journal of Psychology, 21. e4. Doi:10.1017/sjp.2018.3

References

Anderson, R. C., & Freebody, P. (1979). Vocabulary knowledge. (Tech. Rep. No. 136). Urbana-Champaign:University of Illinois, Center for the Study of Reading.Google Scholar
Archer, A. L., & Hughes, C. A. (2011). Exploring the foundations of explicit instruction. In Archer, A. L. & Hughes, C. A. (Eds.), Explicit instruction: Effective and efficient teaching (pp.1–22). New York, NY: The Guilford Press.Google Scholar
Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of Tier 1 and Tier 2 instructional supports. Focus on Exceptional Children, 42(9), 1–21.CrossRefGoogle Scholar
Baker, D. L., & Good, R. H III. (2006). Fluidez en el recuento oral [Retell fluency]. In Baker, D. L., Good, R. H. III, Knuston, N., & Watson, J. M. (Eds.), Indicadores dinámicos del éxito en la lectura [Dynamic indicators of basic early literacy skills] (7th ed.). Eugene, OR: Dynamic Measurement Group.Google Scholar
Baker, D. L., Good, R. H. III, Olivo, S. C., & Sanford, A. (2006). Fluidez en el uso de palabras [Words use fluency]. In Baker, D. L., Good, R. H. III, Knuston, N., & Watson, J. M. (Eds.), Indicadores dinámicos del éxito en la lectura [Dynamic indicators of basic early literacy skills] (7th ed.). Eugene, OR: Dynamic Measurement Group.Google Scholar
Baker, D. L., Good, R. H. III, Knutson, N., & Watson, J. (2006). Indicadores dinámicos del éxito en la lectura [Dynamic indicators of basic early literacy skills] (7th ed.). Eugene, OR: Dynamic Measurement Group.Google Scholar
Baker, D. L., Good, R. H. III, Mross, A. P., McQuilkin, E., Watson, J., Chaparro, E. A., … Sanford, A. K. (2006). Fluidez en la lectura oral [Oral reading fluency]. In Baker, D. L., Good, R. H. III, Knuston, N., & Watson, J. M. (Eds.), Indicadores dinámicos del éxito en la lectura (7th ed) [Dynamic indicators of basic early literacy skills]. Eugene, OR: Dynamic Measurement Group.Google Scholar
Baker, D. L., Knutson, N., Good, R. H. III, & Plasencia-Peinado, J. (2006). Fluidez en la segmentación de fonemas [Phoneme segmantation fluency]. In Baker, D. L., Good, R. III, Knutson, N. & Watson, J. (Eds.), Indicadores dinámicos del éxito en la lectura (pp. 9–20) [Dynamic indicators of basic early literacy skills]. Eugene, OR: Dynamic Measurement Group.Google Scholar
Baker, D. L., Park, Y., & Baker, S. K. (2010). Effect of initial status and growth in pseudoword reading on Spanish reading comprehension at the end of first grade. Psicothema, 22(4), 955–962.Google Scholar
Baker, D. L., Park, Y., Baker, S. K., Basaraba, D. L., Kame’enui, E. J., & Beck, C. T. (2012). Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in Grades 1–3. Journal of School Psychology, 50(6), 737–758. https://doi.org/10.1016/j.jsp.2012.09.002 CrossRefGoogle Scholar
Baker, D. L., Stoolmiller, M., Good, R. H. III, & Baker, S. K. (2011). Effects of reading comprehension on passage fuency in Spanish and English for second-language learners. School Psychology Review, 40(3), 331–351.CrossRefGoogle Scholar
Baraldi, A. N., & Enders, C. K. (2010). An introduction to modern missing data analyses. Journal of School Psychology, 48(1), 5–37. https://doi.org/10.1016/j.jsp.2009.10.001 CrossRefGoogle ScholarPubMed
Caravolas, M., Lervåg, A., Defior, S., Seidlová-Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24(8), 1398–1407. https://doi.org/10.1177/0956797612473122 CrossRefGoogle ScholarPubMed
Carnine, D. W., Silbert, J., Kame’enui, E. J., & Tarver, S. G. (2004). Direct reading instruction. New Jersey, NJ: Merrill Prentice Hall.Google Scholar
Carrillo, M. (1994). Development of phonological awareness and reading acquisition. Reading and Writing, 6(3), 279–298. https://doi.org/10.1007/BF01027086 CrossRefGoogle Scholar
Castejón, L., Rodríguez-Ferreiro, J., & Cuetos, F. (2013). Flexibilidad en el uso de estrategias de lectura de palabras en aprendices españoles [Flexibility in the use of word reading strategies in Spanish learners]. Infancia y Aprendizaje, 36(1), 51–60. https://doi.org/10.1174/021037013804826564 CrossRefGoogle Scholar
Cena, J., Baker, D. L., Kame’enui, E. J., Baker, S. K., Park, Y., & Smolkowski, K. (2013). The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade. Reading and Writing, 26(8), 1289–1316. https://doi.org/10.1007/s11145-012-9419-y CrossRefGoogle Scholar
Coyne, M. D., Capozzoli, A., Ware, S., & Loftus, S. (2010). Beyond RTI for decoding: Supporting early vocabulary development within a multitier approach to instruction and intervention. Perspectives on Language and Literacy, 36(2), 18.Google Scholar
Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction with embedded instruction and incidental exposure. Learning Disability Quarterly, 30, 74–88. https://doi.org/10.2307/30035543 CrossRefGoogle Scholar
Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R. Jr., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth vs. depth. Elementary School Journal 110, 1–18. https://doi.org/10.1086/598840 CrossRefGoogle Scholar
Cuetos, F. (2008). Psicología de la lectura [Psychology of reading]. Madrid, Spain: Wolters Kluwer Educación.Google Scholar
Chan, D. W., Ho, C. S. H., Tsang, S. M., Lee, S. H., & Chung, K. K. H. (2003). Reading-related behavioral characteristics of Chinese children with dyslexia: The use of the teachers’ behavior checklist in Hong Kong. Annals of Dyslexia, 53(1), 300–323. https://doi.org/10.1007/s11881-003-0014-4 CrossRefGoogle Scholar
Defior, S., & Tudela, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing, 6(3), 299–320. https://doi.org/10.1007/BF01027087 CrossRefGoogle Scholar
Domínguez de Ramírez, R., & Shapiro, E. S. (2007). Cross-language relationship between Spanish and English oral reading fluency among Spanish-speaking English language learners in bilingual education classrooms. Psychology in the Schools, 44(8), 795–806. https://doi.org/10.1002/pits.20266 CrossRefGoogle Scholar
Elbaum, B., Vaughn, S., Tejero Hughes, M., & Watson Moody, S. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605–619. https://doi.org/10.1037/0022-0663.92.4.605 CrossRefGoogle Scholar
Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.Google Scholar
Engelmann, S., & Bruner, E. (1995). Reading mastery I/II: Fast cycle. Columbus, OH: SRA Macmillan/McGraw-Hill.Google Scholar
Eurydice (2011). Conocimientos y destrezas necesarias para la enseñanza de la lectura. En la enseñanza de la lectura en Europa: contextos, políticas y prácticas [Knowledge and skills necessary for teaching reading. Teaching of reading in Europe: Contexts, policies and practices]. Madrid, Spain: Secretaría General Técnica del Ministerio de Educación.Google Scholar
Fuchs, D., Compton, D. L., Fuchs, L. S., Hamlett, C. L., & Lambert, W. (2012). First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities, 45(3), 217–231. https://doi.org/10.1177/0022219412442154 CrossRefGoogle ScholarPubMed
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional children, 78(3), 263–279. https://doi.org/10.1177/001440291207800301 CrossRefGoogle ScholarPubMed
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157–171. https://doi.org/10.1111/1540-5826.00072 CrossRefGoogle Scholar
Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., … Tilly, W. D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009–4045). Retrieved from Institute of Education Sciences website. https://ies.ed.gov/ncee/wwc/PracticeGuide/3 Google Scholar
Good, R. H. III, & Kaminski, R. A. (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.Google Scholar
Goswami, U., Gombert, J. E., & de Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19, 19–52. https://doi.org/10.1017/s0142716400010560 CrossRefGoogle Scholar
Gove, A., & Wetterberg, A. (2011). The early grade reading assessment: Applications and interventions to improve basic literacy. Research Triangle Park, NC: RTI International.Google Scholar
Harn, B. A., Linan-Thompson, S., & Roberts, G. (2008). Intensifying instruction: Does additional instructional time make a difference for the most at-risk first graders? Journal of Learning Disabilities, 41(2), 115–125. https://doi.org/10.1177/0022219407313586 CrossRefGoogle ScholarPubMed
Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644. https://doi.org/10.1598/rt.59.7.3 CrossRefGoogle Scholar
Hernández-Valle, I., & Jiménez, J. E. (2001). Conciencia fonémica y retraso lector: ¿Es determinante la edad en la eficacia de la intervención? [Phonemic awareness and reading disability: Does age determine the effectiveness of the intervention?] Infancia y Aprendizaje, 24(3), 379–395. https://doi.org/10.1174/021037001316949284 CrossRefGoogle Scholar
Jiménez, J. E. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing, 9(1), 23–40. https://doi.org/10.1023/a:1007925424563 CrossRefGoogle Scholar
Jiménez, J. E. (2010). Adaptación al español del Test The Hong Kong Specific Learning Difficulties Behavior Checklist [Spanish adaptation of the Test Hong Kong Specific Learning Difficulties Behavior Checklist] [Unpublished manuscript]. Universidad de La Laguna, Tenerife, España.Google Scholar
Jiménez, J. E., & Hernández-Valle, I. (2000). Word identification and reading disorders in the Spanish language. Journal of Learning Disabilities, 33(1), 44–60. https://doi.org/10.1177/002221940003300108 CrossRefGoogle Scholar
Jiménez, J. E., Ortiz, M. R, Rodrígo, M., Hernández-Valle, I., Ramírez, G., Estévez, A., … Tabraue, M. (2003). Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ—achievement discrepancy? Journal of Learning Disabilities, 36(1), 34–47. https://doi.org/10.1177/00222194030360010501 CrossRefGoogle ScholarPubMed
Jiménez, J. E., & O’Shanahan, I. (2008). Enseñanza de la lectura: de la teoría y la investigación a la práctica educativa [Teaching reading: Theory and research to educational practice]. Revista Iberoamericana de Educación, 45(5), 1–22.CrossRefGoogle Scholar
Jiménez, J. E., Rodríguez, C., Crespo, P., González, D., Artiles, C., & Alfonso, M. (2010). Implementation of Response to Intervention (RtI) model in Spain: An example of collaboration between Canarian universities and the department of education of the Canary Islands. Psicothema, 22(4), 935–942.Google ScholarPubMed
Jiménez, J. E., Rodríguez, C., & Ramírez, G. (2009). Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences. Journal of Experimental Child Psychology, 103(2), 167–185. https://doi.org/10.1016/j.jecp.2009.02.004 CrossRefGoogle ScholarPubMed
Jiménez, J. E., & Rojas, E. (2008). Efectos del videojuego Tradislexia en la conciencia fonológica y reconocimiento de palabras en niños disléxicos [Tradislexia video game effects on phonological awareness and word recognition in dyslexic children]. Psicothema, 20(3), 347–353.Google Scholar
Kame’enui, E. J., Simmons, D. C., Good, R. H., & Harn, B. A. (2001). The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools. In Wolf, M. (Ed.), Dyslexia, fluency, and the brain (pp. 307–331). Timonium, MD: York Press.Google Scholar
Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., & Kaufman, J. (2008). Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten. Two-year results for secondary-and tertiary-level interventions. Journal of Learning Disabilities, 41(2), 101–114. https://doi.org/10.1177/0022219407313412 CrossRefGoogle ScholarPubMed
Kim, Y. S., & Pallante, D. (2010). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0 CrossRefGoogle Scholar
Manrique, A. M. B., & Signorini, A. (1994). Phonological awareness, spelling and reading abilities in Spanish-speaking children. British Journal of Educational Psychology, 64(3), 429–439. https://doi.org/10.1111/j.2044-8279.1994.tb01114.x CrossRefGoogle Scholar
Mathes, P. G., Linan-Thompson, S., Pollard-Duradola, S. D., Hagan, E. C., & Vaughn, S. (2003). Lectura proactiva para principiantes: Intensive small group instruction for Spanish speaking readers. Developed with funds provided by the National Institute of Child Health and Human Development (#HD-99–012), Development of English Literacy in Spanish Speaking Children. [Available from P. G. Mathes, Institute for Reading Research, Southern Methodist University, P.O. Box 750381, Dallas, TX 75275].Google Scholar
National Reading Panel (NRP) (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Institute of Child Health and Human Development (NIH) Publication No. 00–4769. Washington, DC: U. S. Government Printing Office.Google Scholar
Ortiz, M. R., Espinel, A. I., & Guzmán, R. (2002). Remedial interventions for children with reading disabilities: Speech perception-an effective component in phonological training? Journal of Learning Disabilities, 35(4), 334–342. https://doi.org/10.1177/00222194020350040401 Google Scholar
Plasencia-Peinado, J., Baker, D. L., & Good, R. H III. (2006). Fluidez en nombrar letras [Letter naming fluency]. In Baker, D. L., Good, R. H. III, Knutson, N., & Watson, J. M. (Eds.), Indicadores dinámicos del éxito en la lectura [Dynamic indicators of basic early literacy skills] (7th ed.). Eugene, OR: Dynamic Measurement Group, Inc.Google Scholar
Plasencia-Peinado, J., Baker, D. L., Good, R. H., & Peinado, R. (2006). Fluidez en las palabras sin sentido [Non-sense word fluency]. In Baker, D. L., Good, R. III, Knutson, N. & Watson, J. (Eds.), Indicadores dinámicos del éxito en la lectura [Dynamic indicators of basic early literacy skills]. (7th ed.). Eugene, OR: Dynamic Measurement Group.Google Scholar
Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246–256. https://doi.org/10.1037/0022-0663.97.2.246 CrossRefGoogle Scholar
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models (2nd ed.). Newbury Park, CA: Sage.Google Scholar
Richards-Tutor, C., Baker, D. L., Gersten, R., Baker, S., & Smith, J. M. (2015). The effectiveness of reading interventions for English learners: A research synthesis. Exceptional Children, 82, 144–169. https://doi.org/10.1177/0014402915585483 CrossRefGoogle Scholar
Rubin, D. B. (2004). Direct and indirect causal effects via potential outcomes. Scandinavian Journal of Statistics, 31(2), 161–170. https://doi.org/10.1111/j.1467-9469.2004.02-123.x CrossRefGoogle Scholar
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143–174. https://doi.org/10.1348/000712603321661859 CrossRefGoogle ScholarPubMed
Signorini, A. (1997). Word reading in Spanish: A comparison between skilled and less skilled beginning readers. Applied Psycholinguistics, 18(3), 319–344. https://doi.org/10.1017/S014271640001050X CrossRefGoogle Scholar
Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London, UK: Sage Publications.Google Scholar
Soriano, M., Miranda, A., Soriano, E., Nievas, F., & Felix, V. (2011). Examining the efficacy of an intervention to improve fluency and reading comprehension in Spanish children with reading disabilities. International Journal of Disability, Development and Education, 58, 47–59. https://doi.org/10.1080/1034912X.2011.547349 CrossRefGoogle Scholar
Suárez, P., & Cuetos, F. (2008). Adquisición de la lectura en niños disléxicos [Acquisition of reading in dyslexic children]. In Diez, E. (Ed). Estudios del desarrollo del lenguaje y educación [Studies of language development and education]. Oviedo, Spain: Monografías de Aula Abierta.Google Scholar
Torgesen, J. K., Rashotte, C., Alexander, A., Alexander, J., & MacPhee, K. (2003). Progress towards understanding the instructional conditions necessary for remediating reading difficulties in older children. In Foorman, B. (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 275–298). Baltimore, MD: York Press.Google Scholar
Vaughn, S., Linan-Thompson, S., Mathes, P. G., Cirino, P. T., Carlson, C. D., Pollard-Durodola, S. D., … Francis, D. J. (2006). Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39, 56–73. https://doi.org/10.1177/00222194060390010601 CrossRefGoogle ScholarPubMed
Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39(2), 157–169. https://doi.org/10.1177/00222194060390020401 CrossRefGoogle ScholarPubMed
Watson, J. (2005). Examining the reliability and validity of the Indicadores Dinámicos del Éxito en la Lectura (IDEL): A research study. Doctoral dissertation, University of Oregon, Eugene, OR.Google Scholar