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ERIC Number: EJ1117719
Record Type: Journal
Publication Date: 2017
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0270-2711
Effects of Tier I Differentiation and Reading Intervention on Reading Fluency, Comprehension, and High Stakes Measures
Jefferson, Ruth E.; Grant, Christina E.; Sander, Janay B.
Reading Psychology, v38 n1 p97-124 2017
This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction only. Significant group mean differences were found on four fluency-related measures, but not for three other measures. Non-significant mean score differences had moderate effect sizes in the direction of improved reading outcomes for the intervention group, including a statewide high stakes test (Hedges g = 0.41). Results suggest that the addition of evidence-based differentiated reading instruction is beneficial for Tier I.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test
Grant or Contract Numbers: N/A