ERIC Number: EJ891824
Record Type: Journal
Publication Date: 2010
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
Effectiveness of a Supplemental Early Reading Intervention Scaled Up in Multiple Schools
Carolyn A. Denton; Caroline Kethley; Kim Nimon; Terri B. Kurz; Patricia G. Mathes; Minyi Shih; Elizabeth A. Swanson
Exceptional Children, v76 n4 p394-416 Sum 2010
The effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 240). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark. (Contains 8 tables.)
Descriptors: Reading Difficulties, Intervention, Early Reading, Reading Instruction, Program Effectiveness, Reading Skills, Grade 1, Elementary School Students, At Risk Students, Conventional Instruction, Comparative Analysis, Reading Fluency, Phonemic Awareness, Word Recognition, Decoding (Reading), Spelling, Reading Comprehension, Oral Reading, Reading Programs
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305W030257
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82916
IES Cited: ED560820