Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students with a High Probability of Reading Failure

Autor/inn/en	Case, Lisa; Speece, Deborah; Silverman, Rebecca; Schatschneider, Christopher; Montanaro, Elizabeth; Ritchey, Kristen
Titel	Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students with a High Probability of Reading Failure
Quelle	In: Journal of Research on Educational Effectiveness, 7 (2014) 1, S.28-53 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2013.786771
Schlagwörter	Reading Instruction; Reading Failure; Response to Intervention; Control Groups; Experimental Groups; Elementary School Students; Decoding (Reading); Spelling; Word Recognition; Reading Fluency; Reading Comprehension; Pretests Posttests; Longitudinal Studies; Attention; Program Effectiveness; Predictor Variables; Reading Teachers; Elementary School Teachers; Measures (Individuals); Fidelity; Peabody Individual Achievement Test; Stanford Achievement Tests; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Leseunterricht; Reading disability; Reading weakness; Leseschwäche; Dekodierung; Schreibweise; Worterkennung; Leseverstehen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufmerksamkeit; Prädiktor; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Messdaten
Abstract	This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including decoding, spelling, word recognition, fluency, and comprehension, or to a no-treatment control condition. Analyses of immediate posttests (end of first grade) indicated significant differences in measures of Decodable Word Fluency (effect size = 0.40) favoring the intervention group. Within the intervention group, tutor ratings of attention were significantly related to growth in Passage Reading Fluency and Spelling Fluency. Longitudinal assessments (end of second grade) indicated no significant differences by group. Analysis of responder status indicated that students defined as responders maintained gains to the end of second grade. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10