Date of Award


Degree Name

School Psychology


Graduate School of Education and Professional Development

Type of Degree


Document Type


First Advisor

Fred Jay Krieg

Second Advisor

Stephen O’Keefe

Third Advisor

Sandra S. Stroebel


The purpose of this study was to examine whether targeted cognitive-based reading interventions are more effective than traditional evidence-based Tier II reading interventions. Ninety students who performed in the lowest third on a state reading test from a rural school district in Virginia were 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 he/she thought would be most tailored to the student’s cognitive needs, 3) students who were tested using the Woodcock Johnson III Tests of Cognitive Abilities (WJ-III) and were given interventions tailored to their cognitive profile. The mean reading scores on a posttest were compared. Contrary to the research hypotheses, results indicated that there were no significant differences between groups.


Individualized reading instruction.