A Conceptual Replication Study of the Enhanced Core Reading Instruction MTSS-Reading Model

Autor/inn/en	Fien, Hank; Nelson, Nancy J.; Smolkowski, Keith; Kosty, Derek; Pilger, Marissa; Baker, Scott King; Smith, Jean Louise Mercier
Titel	A Conceptual Replication Study of the Enhanced Core Reading Instruction MTSS-Reading Model
Quelle	In: Exceptional Children, 87 (2021) 3, S.265-288 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402920953763
Schlagwörter	Reading Instruction; Positive Behavior Supports; Reading Achievement; Early Reading; Word Recognition; Reading Fluency; Decoding (Reading); Instructional Effectiveness; Response to Intervention; Replication (Evaluation); Elementary School Students; Achievement Tests; Standardized Tests; Emergent Literacy; Reading Tests; Grade 1; Stanford Achievement Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Leseunterricht; Leseleistung; Frühlesen; Worterkennung; Dekodierung; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Frühleseunterricht; Lesetest; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	States are increasingly recommending that districts and schools use multi-tiered systems of support (MTSS) to improve reading outcomes for all students. States have also suggested MTSS is a viable service delivery model in response to new state legislation to screen, identify, and treat students with word-level reading disability (i.e., dyslexia). One model of MTSS that utilizes Enhanced Core Reading Instruction (ECRI MTSS), has demonstrated significant increases in students' early acquisition of foundational reading skills (Smith et al., 2016). The purpose of this study was to conduct a conceptual replication of the Smith's (2016) original impact study. In a cluster-randomized controlled trial, 44 schools were randomly assigned to the ECRI MTSS treatment or a business-as-usual (BAU) MTSS control condition. Across conditions, 754 students were assigned to receive Tier 2 intervention in addition to Tier 1 instruction. Impact data indicate moderate to strong effects on student decoding, word reading, and fluency skills for students in the ECRI MTSS schools. Results suggest that schools can use ECRI MTSS to improve foundational reading skills for struggling early readers, including students with or at risk for word-level reading disabilities (i.e., dyslexia). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01