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Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis

Karla K Stuebing1, Amy E Barth2, Lisa H Trahan3

  • 1Texas Institute for Measurement, Evaluation, and Statistics, Department of Psychology, University of Houston, 4811 Calhoun Rd, 4th Floor, Houston, TX 77204.

Review of Educational Research
|November 5, 2015
PubMed

Insights

Cognitive skills in young children show a small association with reading intervention success. Baseline reading ability is a more significant predictor of reading intervention outcomes.

Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Cognitive Science

Background:

  • Early identification of children at risk for reading difficulties is crucial.
  • Understanding predictors of reading intervention response can optimize educational strategies.
  • Cognitive characteristics are often considered in assessing reading potential.

Purpose of the Study:

  • To quantify the association between baseline child cognitive characteristics and response to reading intervention.
  • To determine the predictive utility of cognitive skills for reading intervention outcomes.
  • To evaluate the practical significance of cognitive predictors in elementary school children.

Main Methods:

  • A meta-analysis was performed on 28 studies with 39 samples.
  • Included at-risk elementary school children in third grade or below.
  • Analyzed effects using three statistical models predicting reading growth, gain, and postintervention scores.

Main Results:

  • Cognitive characteristics showed a small association with reading intervention response across models (mean r = .15 to .31).
  • Effects were homogeneous within each model when aggregated by study.
  • The predictive power of cognitive characteristics was limited when baseline reading ability was considered.

Conclusions:

  • The association between baseline cognitive characteristics and reading intervention response is small.
  • Using cognitive characteristics alone for prediction is of questionable practical significance compared to baseline reading.
  • Future research should focus on more robust predictors for reading intervention success.

Keywords:
meta-analysisreading disabilitiesreading instructionresponse to intervention

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