Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation

Michael D. Coyne · Deborah C. Simmons · Shanna Hagan–Burke · Leslie E. Simmons · Oi‐Man Kwok · Minjung Kim +7 more

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

Abstract

This experimental study evaluated a model in which the delivery of a supplemental beginning reading intervention was adjusted based on student performance. Kindergarten students identified as at risk for reading difficulties were assigned to one of two versions of the Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004). Students assigned to the experimental condition received the intervention with systematic adjustments based on student performance. Students in the comparison condition received the same intervention without instructional modifications. The experimental group outperformed the comparison group on all posttest measures at the end of kindergarten. Follow-up analyses at the end of first grade revealed a continued advantage for the experimental group. Findings suggest that systematically adjusting intervention support in response to student performance may be feasible and efficacious.

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References

2018Dynamic Indicators of Basic Early Literacy Skills 1999Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.2007Effect Sizes in Cluster-Randomized Designs 2007Research-Based Implications From Extensive Early Reading Interventions 2006Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities 2008Comprehensive Test of Phonological Processing 2017Peabody Picture Vocabulary Test 2000The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School

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