Date of Award

2013

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Fred Jay Krieg

Second Advisor

Sandra S. Stroebel

Third Advisor

Stephen L. O’Keefe

Abstract

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.

Subject(s)

Reading (Elementary) - Ability testing.

Reading (Elementary) - Programmed instruction.

Reading (Elementary) - Evaluation.

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