Predictors of responsiveness to early literacy intervention: A 10-year update

Elizabeth A. Lam, Kristen L. McMaster

Research output: Contribution to journalReview articlepeer-review

33 Scopus citations


The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were students who required intervention supports, with the majority identified as at-risk learners. Factors identified as consistently predictive included word identification, alphabetic principle, fluency, and phonemic awareness. Intellectual functioning and memory were inconsistently predictive. Factors identified as generally not predictive included vocabulary, language, and demographics. Findings of this review may provide guidance to researchers in identifying students who require more intensive intervention supports.

Original languageEnglish (US)
Pages (from-to)134-147
Number of pages14
JournalLearning Disability Quarterly
Issue number3
StatePublished - Aug 2014


  • Intervention
  • Nonresponders
  • Reading
  • Responsiveness


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