Table 10.

Gains per Hour for Low Responders in Intervention

Study	Grade Level	No. Hours Intervention	WRMT-R Subtest	Standard Score Gain per Hour of Intervention
Berninger et al. (2002)	2	8.0	Word ID	.66
			Word Attack	.83
Vadasy, Sanders, Peyton, & Jenkins (2002)	2	M = 39.4	Word ID	−.01
			Word Attack	−.12
Vaughn, Linan-Thompson, & Hickman (2003), Group 1a	2	87.5	Word Attack	.06
			Pass. Comp.	.09
Vaughn, Linan-Thompson, & Hickman (2003), Group 2b	2	87.5	Word Attack	.06
			Pass. Comp.	.07
Wanzek & Vaughn (2005), Study 1	1	25.0	Word ID	−.08
			Word Attack	.03
			Pass. Comp.	.19
Wanzek & Vaughn (2005), Study 2	1	50.0	Word ID	.04
			Word Attack	.004
			Pass. Comp.	.04

Note: WRMT-R = Woodcock Reading Mastery Test–Revised (Woodcock, 1987). Word ID = Word Identification; Pass. Comp. = Passage Comprehension. Vellutino and colleagues (1996) and McMaster, Fuchs, Fuchs, and Compton (2005) also provided intervention to students with previous low response. However, Vellutino et al. did not administer the WRMT-R as an outcome measure, and McMaster et al. did not provide standard scores. Thus, the results of these two studies are not compared here.

^a.Students did not respond to 20 weeks of intervention but exited after 30 weeks of intervention.

^b.Students did not respond after 30 weeks of intervention.