Phonological Memory and Naming Speed Predict Response to Intervention in Elementary School-Aged Children with Word-level Reading Difficulties Article Swipe
Background:We examined the predictors of response to intervention (RTI) in an individually administered program based on the Orton-Gillingham method.The study used a single-group design with intervention and pre-and post-testing.Method: Prior to intervention, 50 children with word-level reading difficulties aged 5 to 12 were administered measures of phonological awareness, naming speed, and phonological memory.They also were given, both prior to and following intervention, eight reading and spelling measures.Results: Participants made significant gains in all reading and spelling measures (p < .001).Regression analyses indicated that, after controlling participants' age, number of sessions, and pre-test scores, pre-intervention phonological memory predicted growth in most reading and spelling outcomes (ps ranging from .05 to .001) and naming speed predicted growth in rate, fluency, and sight word efficiency (ps < .05). Conclusion:Phonological awareness did not predict growth in any outcome, suggesting that programs which successfully target it eliminate its predictive power.Weaknesses in phonological memory and naming speed may be preventing some children from benefitting from interventions such as this one.Suggestions for mitigating these effects and implications for future research and interventions are discussed.
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- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.19080/gjidd.2023.11.555810
- http://juniperpublishers.com/gjidd/pdf/GJIDD.MS.ID.555810.pdf
- OA Status
- diamond
- Cited By
- 1
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4381943778
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- OpenAlex ID
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https://openalex.org/W4381943778Canonical identifier for this work in OpenAlex
- DOI
-
https://doi.org/10.19080/gjidd.2023.11.555810Digital Object Identifier
- Title
-
Phonological Memory and Naming Speed Predict Response to Intervention in Elementary School-Aged Children with Word-level Reading DifficultiesWork title
- Type
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articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
-
2023Year of publication
- Publication date
-
2023-02-21Full publication date if available
- Authors
-
John R. KirbyList of authors in order
- Landing page
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https://doi.org/10.19080/gjidd.2023.11.555810Publisher landing page
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https://juniperpublishers.com/gjidd/pdf/GJIDD.MS.ID.555810.pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
-
diamondOpen access status per OpenAlex
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https://juniperpublishers.com/gjidd/pdf/GJIDD.MS.ID.555810.pdfDirect OA link when available
- Concepts
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Reading (process), Psychology, Phonological awareness, Word (group theory), Response to intervention, Intervention (counseling), Developmental psychology, Linguistics, Cognitive psychology, Psychiatry, PhilosophyTop concepts (fields/topics) attached by OpenAlex
- Cited by
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1Total citation count in OpenAlex
- Citations by year (recent)
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2024: 1Per-year citation counts (last 5 years)
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10Other works algorithmically related by OpenAlex
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