Article2014

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

Lisa Pericola Case · Deborah L. Speece · Rebecca D. Silverman · Christopher W. Schatschneider · Elizabeth A. Montanaro · Kristen D. Ritchey

25 citations0/0 files storedJournal of Research on Educational Effectiveness

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Reading and Literacy Development Early Childhood Education and Development Behavioral and Psychological Studies

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 = .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.

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1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.2008Education and Treatment of Children 2013Word Recognition in Beginning Literacy 1986Indices of discrimination or diagnostic accuracy: Their ROCs and implied models.2013Grapheme–Phoneme Knowledge Is Essential for Learning to Read Words in English 2007Research-Based Implications From Extensive Early Reading Interventions 2008Implementation of Response to Intervention 2005The effects of theoretically different instruction and student characteristics on the skills of struggling readers

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