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ERIC Number: EJ1030356
Record Type: Journal
Publication Date: 2014
Pages: 26
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1934-5747
Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students with a High Probability of Reading Failure
Case, Lisa; Speece, Deborah; Silverman, Rebecca; Schatschneider, Christopher; Montanaro, Elizabeth; Ritchey, Kristen
Journal of Research on Educational Effectiveness, v7 n1 p28-53 2014
This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including decoding, spelling, word recognition, fluency, and comprehension, or to a no-treatment control condition. Analyses of immediate posttests (end of first grade) indicated significant differences in measures of Decodable Word Fluency (effect size = 0.40) favoring the intervention group. Within the intervention group, tutor ratings of attention were significantly related to growth in Passage Reading Fluency and Spelling Fluency. Longitudinal assessments (end of second grade) indicated no significant differences by group. Analysis of responder status indicated that students defined as responders maintained gains to the end of second grade.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Individual Achievement Test; Stanford Achievement Tests; Woodcock Reading Mastery Test
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations