An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention

Autor/inn/en	Denton, Carolyn A.; Cirino, Paul T.; Barth, Amy E.; Romain, Melissa; Vaughn, Sharon; Wexler, Jade; Francis, David J.; Fletcher, Jack M.
Titel	An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention
Quelle	In: Journal of Research on Educational Effectiveness, 4 (2011) 3, S.208-230 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
Schlagwörter	Reading Difficulties; Intervention; Reading Fluency; At Risk Students; Grade 1; Reading Programs; Reading Instruction; Comparative Analysis; Program Effectiveness; Small Group Instruction; Scheduling; Oral Reading; Word Recognition; Age Differences; Socioeconomic Status; Tutoring; Response to Intervention; African American Students; Hispanic American Students; Decoding (Reading); Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Disposition; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Worterkennung; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Förderkonzept; Nachhilfeunterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Dekodierung
Abstract	This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10