Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension

Autor/inn/en	Solari, Emily J.; Denton, Carolyn A.; Petscher, Yaacov; Haring, Christa
Titel	Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension
Quelle	In: Journal of Research on Educational Effectiveness, 11 (2018) 2, S.163-191 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1375582
Schlagwörter	Intervention; Feasibility Studies; Program Implementation; Word Study Skills; Reading Fluency; Reading Comprehension; Reading Difficulties; Grade 1; At Risk Students; Control Groups; Experimental Groups; Effect Size; Reading Improvement; Program Evaluation; Program Effectiveness; Early Reading; Phonemic Awareness; Phonological Awareness; Decoding (Reading); Pretests Posttests; Fidelity; Achievement Tests; Elementary School Students; Emergent Literacy; Reading Tests; Observation; Statistical Analysis; Texas; Woodcock Johnson Tests of Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Wortschatzanalyse; Leseverstehen; Reading difficulty; Leseschwierigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Programme evaluation; Programmevaluation; Frühlesen; Dekodierung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frühleseunterricht; Lesetest; Beobachtung; Statistische Analyse
Abstract	This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4-5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01