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ERIC Number: EJ796780
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: Author
Reference Count: 62
ISSN: ISSN-0022-2194
Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten: Two-Year Results for Secondary- and Tertiary-Level Interventions
Kamps, Debra; Abbott, Mary; Greenwood, Charles; Wills, Howard; Veerkamp, Mary; Kaufman, Jorun
Journal of Learning Disabilities, v41 n2 p101-114 2008
This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based curriculum delivered in groups of one to six students during 30- to 40-min sessions a minimum of three times per week over a 2-year period. Outcome data were collected for early literacy skills, using the "Dynamic Indicators of Basic Early Literacy Skills and Woodcock Reading Mastery Test," with comparisons across the different curricula. Results indicated that students in the more directed, explicit intervention groups generally out-performed students in the comparison group. Implications for future research and practice implementing schoolwide three-tier prevention models are discussed. (Contains 3 tables and 4 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards