Tuckwiller, Elizabeth D.;
Pullen, Paige C.;
Coyne, Michael D.
The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At‐Risk Kindergarteners
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Media type:
E-Article
Title:
The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At‐Risk Kindergarteners
Contributor:
Tuckwiller, Elizabeth D.;
Pullen, Paige C.;
Coyne, Michael D.
Published:
SAGE Publications, 2010
Published in:
Learning Disabilities Research & Practice, 25 (2010) 3, Seite 137-150
Description:
<jats:p>The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response‐to‐intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study employed an abbreviated, prototypical tiered instructional model to deliver vocabulary instruction to both at‐risk kindergarten students and students not at risk for reading failure. The study was designed using RDD and the data were analyzed using a regression‐based analytic model. The pros and cons of this research design, specifically in regards to learning disabilities research, is examined.</jats:p>