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The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At‐Risk Kindergarteners
Author(s) -
Tuckwiller Elizabeth D.,
Pullen Paige C.,
Coyne Michael D.
Publication year - 2010
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2010.00311.x
Subject(s) - vocabulary , regression discontinuity design , reading (process) , psychology , intervention (counseling) , at risk students , mathematics education , research design , vocabulary development , learning disability , regression analysis , computer science , teaching method , developmental psychology , statistics , machine learning , linguistics , mathematics , philosophy , psychiatry
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.