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Journal of Learning Disabilities, Vol. 41, No. 2, 174-188 (2008)
DOI: 10.1177/0022219407313588

Predicting Reading Success in a Multilevel Schoolwide Reading Model

A Retrospective Analysis

David J. Chard

Southern Methodist University, Dallas, Texas, dchard{at}smu.edu

Mike Stoolmiller

University of Oregon, Eugene

Beth A. Harn

University of Oregon, Eugene

Jeanne Wanzek

Florida State University, Tallahassee

Sharon Vaughn

University of Texas at Austin

Sylvia Linan-Thompson

University of Texas at Austin

Edward J. Kame'enui

University of Oregon, Eugene

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students identified as at risk for later reading difficulties through third grade. Key predictor variables were examined to determine their validity for predicting initial status and growth on oral reading fluency, third-grade oral reading fluency, and third-grade performance on a standardized test of reading. Results are provided in light of the instructional model provided. Implications for instruction and assessment are discussed.

Key Words: reading instruction • multilevel models of support • response-to-intervention • predicting reading success


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