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. Author manuscript; available in PMC: 2014 Oct 9.
Published in final edited form as: J Educ Psychol. 2013 Apr 29;105(3):633–648. doi: 10.1037/a0032581

Figure 1.

Figure 1

Cognitive profiles of adequate and inadequate responders to Tier 3 intervention in relation to typically developing readers and Tier 2 adequate responders from Denton et al. (2011). KBIT Verbal = Kaufman Brief Intelligence Test–2 Verbal Knowledge; KBIT Matricies = Kaufman Brief Intelligence Test–2 Matricies; PA = a composite of the Comprehensive Test of Phonological Processing (CTOPP) Blending Words and Elision; CELF USP = Clinical Evaluation of Language Fundamentals–4 Understanding Spoken Paragraphs; CELF CD = Clinical Evaluation of Language Fundamentals–4 Concepts and Following Directions; RAN = Comprehensive Test of Phonological Processing Rapid Naming of Letters. The CTOPP Rapid Naming of Letters scores were standardized (M = 100, SD = 15) in a sample of 416 students weighted to reflect population proportions of typical and struggling readers.