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ERIC Number: ED548749
Record Type: Non-Journal
Publication Date: 2012
Pages: 123
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-2354-5
ISSN: N/A
When Interrupted Intervention Leads to Failure: A Correlation Study of the Three-Tiered Reading Model in Grades K-2
Weis, Beverly Lynn
ProQuest LLC, Ph.D. Dissertation, Walden University
The three-tiered reading model is a widely practiced instructional scheme that moves students in and out of reading intervention groups during the school year. Though designed to treat students who need extra help learning to read, this interruption of reading interventions may hinder some students' progress. The purpose of this study was to determine the prevalence of readings skills test failure for students who experienced interrupted intervention, and how this fail rate varied by grade level, gender and poverty. Using archived data from 242 K-2 students in five elementary schools where the three-tiered model was implemented, the study first isolated students who had failed an initial test benchmark, received intervention during one term, passed a second benchmark, and then been removed from intervention, to determine their fail rate at a final assessment. Second, the study used ?[superscript 2] and logistic regression to determine whether, and if so, how much, grade level, gender, or poverty were associated significantly with test failure. Thirty-five percent (n = 84) of the interrupted intervention students did not pass the final assessment, which may be high considering these students were denied instruction based on prior success. First and second grade interrupted intervention students were found to fail at significantly higher rates compared to kindergarten students. Student gender and the proxy measure of poverty were not found to be significantly associated with final test failure. This study could result in positive social change by alerting educational administrators to a "hidden" fail rate of nearly one-third for students who succeed once, but fail again later after being denied further focused attention. Additional research is needed to show whether increased progress monitoring or continuous intervention would decrease the reading skills fail rates of these neglected students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A