An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at-Risk for Reading Difficulties

Autor/inn/en	Fien, Hank; Smith, Jean L. M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin
Titel	An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at-Risk for Reading Difficulties
Quelle	(2015), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 1; Elementary School Students; At Risk Students; Reading Difficulties; Intervention; Instructional Effectiveness; Control Groups; Experimental Groups; Large Group Instruction; Small Group Instruction; Drills (Practice); Reading Programs; Decoding (Reading); Reading Fluency; Achievement Tests; Standardized Tests; Alignment (Education); Phonemic Awareness; Spelling; Cognitive Processes; Faculty Development; Emergent Literacy; Reading Tests; Observation; Oregon; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Stanford Achievement Tests; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg; Dekodierung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Schreibweise; Cognitive process; Kognitiver Prozess; Frühleseunterricht; Lesetest; Beobachtung
Abstract	This paper presents findings of an efficacy trial examining the effect of a multi-tiered instruction and intervention model on first grade, at risk students' reading outcomes. Schools (n = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of SAT-10 scores (>39th percentile = Tier 1; 16th-39th percentile = Tier 2). In both conditions, Students identified as at-risk (i.e., Tier 2; n = 267) received 90 minutes of whole group instruction (Tier 1) and an additional 30 minutes of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at risk students were provided an additional 30 minutes, daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students' decoding and fluent reading and substantive effects on total reading achievement. [This paper was published in "Journal of Learning Disabilities" v48 p602-621 2015 (EJ1076683).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01