ERIC Number: EJ723610
Record Type: Journal
Publication Date: 2005
Pages: 7
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Tiers of Intervention in Kindergarten Through Third Grade
O'Connor, Rollanda E.; Harty, Kristin R.; Fulmer, Deborah
Journal of Learning Disabilities, v38 n6 p532-538 Nov-Dec 2005
This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.
Descriptors: Decoding (Reading), Reading Instruction, Intervention, Reading Comprehension, Reading Achievement, Reading Difficulties, Elementary School Students, Faculty Development, Reading Instruction, Small Group Instruction
PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free).
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/78457