ERIC Number: EJ1019740
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Reference Count: 74
Evaluating the Effects of a Systemic Intervention on First-Grade Teachers' Explicit Reading Instruction
Nelson-Walker, Nancy J.; Fien, Hank; Kosty, Derek B.; Smolkowski, Keith; Smith, Jean Louise M.; Baker, Scott K.
Learning Disability Quarterly, v36 n4 p215-230 Nov 2013
This article examines the efficacy of a multitiered systemic reading intervention for increasing the intensity and quality of explicit literacy instruction that teachers provide in first-grade classrooms. Schools ("j" = 16) were randomly assigned to the treatment or comparison condition. In both conditions, teachers ("i" = 42) provided 90 min of Tier I reading instruction to first-grade students ("n" = 883). In the treatment condition, Tier I classroom teachers were trained to enhance their core reading instruction by making instruction more explicit and intensive through standardized protocols and ongoing coaching support. At-risk treatment students ("n" = 240) also received an additional 30 min of Tier II supplemental reading intervention that was highly aligned with Tier I instruction. The focus of this study is on the Tier I portion of the multitiered intervention and the impact of the Tier I Enhancing Core Reading Instruction intervention on teacher practices. Results indicate positive effects of the Tier I intervention on the quality of explicit instruction and the frequency and accuracy of group practice opportunities provided to students.
Descriptors: Reading Instruction, Intervention, Instructional Effectiveness, Control Groups, Experimental Groups, Coaching (Performance), At Risk Students, Elementary School Students, Evidence, Teacher Behavior, Longitudinal Studies, Comparative Analysis, Observation, Measures (Individuals), Statistical Analysis, Teacher Student Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Elementary Education; Primary Education
Authoring Institution: N/A