Effects on Student Achievement of Changing Cognitive Strategies During Targeted Tier II Interventions


The purpose of this study was to determine whether changing cognitive based strategies is more effective than not changing strategies when a student fails to respond to an intervention. Ninety students who performed in the bottom third on a state reading test from a rural school district in Virginia were randomly placed into three groups: 1) students who received traditional evidence-based reading interventions 2) students whose teachers were trained in Cattell-Horn-Carroll theory and whose teacher chose an intervention that she considered being the most suited to the student’s cognitive profile 3) students who were assessed using the Woodcock Johnson III Tests of Cognitive Abilities (WJ III COG) and were given interventions based on their test results. The scores on the year end SOL test were compared. Results indicated that there was a significant difference between students whose intervention strategy was changed after failing to respond to intervention and those whose intervention strategy was not changed

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Marshall University

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oaioai:mds.marshall.edu:etd-1479Last time updated on 10/29/2019View original full text link

This paper was published in Marshall University.

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