Effects of a Response-Based, Tiered Framework for Intervening with Struggling Readers in Middle School

Autor/inn/en	Roberts, Greg; Vaughn, Sharon; Fletcher, Jack; Stuebing, Karla; Barth, Amy
Titel	Effects of a Response-Based, Tiered Framework for Intervening with Struggling Readers in Middle School
Quelle	In: Reading Research Quarterly, 48 (2013) 3, S.237-254 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.47
Schlagwörter	Response to Intervention; Reading Difficulties; Middle School Students; Grade 6; Grade 7; Grade 8; Reading Achievement; Achievement Gap; Reading Instruction; Regression (Statistics); Outcomes of Education; Iowa Tests of Basic Skills; National Assessment of Educational Progress; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung; Leseunterricht; Regression; Regressionsanalyse; Lernleistung; Schulerfolg
Abstract	This study addressed the effects of multiyear, response-based, tiered intervention for struggling readers in grades 6-8. A sample of 768 sixth-grade students with reading difficulties was randomized to a response-based, tiered-intervention condition or "business as usual," and initial treatment status was maintained over the three-year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multiple-indicator, multilevel growth model was fit, representing the likely trajectories of the group of students originally randomized (in the fall of sixth grade) to treatment. Three-year trajectories were fit, with the results representing likely multiyear trends for the three groups. Treatment students, on average, outperformed business-as-usual students. The effect size based on the multiple-indicator, multilevel model was 0.26. Treated students also outperformed the group of typical readers when achievement was characterized in terms of slope over time. However, a sizable gap remained between treated and typical students in the spring of eighth grade. (Contains 2 tables, 2 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10