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ERIC Number: EJ1014430
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0034-0553
Effects of a Response-Based, Tiered Framework for Intervening with Struggling Readers in Middle School
Roberts, Greg; Vaughn, Sharon; Fletcher, Jack; Stuebing, Karla; Barth, Amy
Reading Research Quarterly, v48 n3 p237-254 Jul-Sep 2013
This study addressed the effects of multiyear, response-based, tiered intervention for struggling readers in grades 6-8. A sample of 768 sixth-grade students with reading difficulties was randomized to a response-based, tiered-intervention condition or "business as usual," and initial treatment status was maintained over the three-year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multiple-indicator, multilevel growth model was fit, representing the likely trajectories of the group of students originally randomized (in the fall of sixth grade) to treatment. Three-year trajectories were fit, with the results representing likely multiyear trends for the three groups. Treatment students, on average, outperformed business-as-usual students. The effect size based on the multiple-indicator, multilevel model was 0.26. Treated students also outperformed the group of typical readers when achievement was characterized in terms of slope over time. However, a sizable gap remained between treated and typical students in the spring of eighth grade. (Contains 2 tables, 2 figures, and 1 note.)
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Publication Type: Reports - Research; Journal Articles
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills; National Assessment of Educational Progress; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A