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ERIC Number: EJ1175232
Record Type: Journal
Publication Date: 2018
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1934-5747
Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension
Solari, Emily J.; Denton, Carolyn A.; Petscher, Yaacov; Haring, Christa
Journal of Research on Educational Effectiveness, v11 n2 p163-191 2018
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4-5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
IES Funded: Yes
Grant or Contract Numbers: R324A100129