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 Louise 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	In: Journal of Learning Disabilities, 48 (2015) 6, S.602-621 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414521664
Schlagwörter	Grade 1; Elementary School Students; At Risk Students; Reading Difficulties; Intervention; Instructional Effectiveness; Control Groups; Experimental Groups; Comparative Analysis; 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; Vocabulary Development; Emergent Literacy; Reading Tests; Observation; Statistical Analysis; 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; Wortschatzarbeit; Frühleseunterricht; Lesetest; Beobachtung; Statistische Analyse
Abstract	This article presents findings of an efficacy trial examining the effect of a multitiered 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 "Stanford Achievement Test--10th Edition" scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min 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 readers were provided an additional 30-min 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 first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01