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

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two different methods: (a) reading composite with weighted standardized scores for untimed word identification and word attack, timed sight word reading and decoding, and reading comprehension at the end of first grade ( n = 23; 18.4%), and (b) local norms on first grade word identification fluency (WIF; n = 31; 24.8%). Repeated measures ANOVAs were used to assess the difference between responders and nonresponders on four separate profiles (i.e., academic and cognitive profiles, with groups identified using reading composite and WIF criteria for unresponsiveness). Significant level effects were found using the first-grade reading composite and the WIF criteria, indicating that the groups differ from one another across domains. Interestingly, there were only significant shape effects found when using the WIF criteria, suggesting relative strengths and weaknesses distinguish the groups. These findings suggest potentially important considerations related to identification and placement of students in appropriately intensive and targeted interventions.

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Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention

The Spanish Journal of Psychology ◽

10.1017/sjp.2018.3 ◽

2018 ◽

Vol 21 ◽

Cited By ~ 3

Author(s):

Patricia Crespo ◽

Juan E. Jiménez ◽

Cristina Rodríguez ◽

Doris Baker ◽

Yonghan Park

Keyword(s):

At Risk ◽

Phonemic Awareness ◽

Reading Fluency ◽

Oral Reading ◽

Group Intervention ◽

Longitudinal Design ◽

First Grade ◽

Control Group ◽

Tier 2 ◽

Variance Explained

AbstractThe present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

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The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings

Learning Disability Quarterly ◽

10.2307/30035564 ◽

2007 ◽

Vol 30 (3) ◽

pp. 197-212 ◽

Cited By ~ 15

Author(s):

Angela Stephens McIntosh ◽

Anne Graves ◽

Russell Gersten

Keyword(s):

Response To Intervention ◽

Reading Fluency ◽

Oral Reading ◽

English Learners ◽

Oral Reading Fluency ◽

Literacy Practices ◽

First Grade ◽

Future Research ◽

Tier 2 ◽

Tier 1

This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

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Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

Council review ◽

10.1177/001440291007600402 ◽

2010 ◽

Vol 76 (4) ◽

pp. 394-416 ◽

Cited By ~ 28

Author(s):

Carolyn A. Denton ◽

Kim Nimon ◽

Patricia G. Mathes ◽

Elizabeth A. Swanson ◽

Caroline Kethley ◽

...

Keyword(s):

Reading Instruction ◽

Reading Intervention ◽

Word Reading ◽

Reading Difficulties ◽

Early Reading ◽

First Grade ◽

Supplemental Reading ◽

Early Reading Intervention ◽

To Receive ◽

Typical School

This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 40). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.

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Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers

Cogent Education ◽

10.1080/2331186x.2014.962786 ◽

2014 ◽

Vol 1 (1) ◽

pp. 962786 ◽

Cited By ~ 1

Author(s):

Jennifer Buckingham ◽

Robyn Beaman-Wheldall ◽

Kevin Wheldall ◽

Gregory Yates

Keyword(s):

Experimental Study ◽

Small Group ◽

Reading Intervention ◽

Two Phase

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Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

Council review ◽

10.1177/001440290707400103 ◽

2007 ◽

Vol 74 (1) ◽

pp. 47-70 ◽

Cited By ~ 22

Author(s):

Kathleen Lynne Lane ◽

M. Annette Little ◽

Jenny Redding-Rhodes ◽

Andrea Phillips ◽

Megan T. Welsh

Keyword(s):

At Risk ◽

General Education ◽

Behavioral Disorders ◽

Reading Fluency ◽

Reading Intervention ◽

Reading Interventions ◽

First Grade ◽

School Site ◽

Students At Risk ◽

Baseline Design

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.

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Experimental Study on Vibration Reduction Characteristics of Gear Shafts Based on ISFD Installation Position

Shock and Vibration ◽

10.1155/2017/7246356 ◽

2017 ◽

Vol 2017 ◽

pp. 1-10 ◽

Cited By ~ 3

Author(s):

Kaihua Lu ◽

Lidong He ◽

Yipeng Zhang

Keyword(s):

Experimental Study ◽

Vibration Reduction ◽

First Grade ◽

Spur Gear ◽

Gear System ◽

Experimental Results ◽

Squeeze Film ◽

Squeeze Film Damper ◽

System Vibration ◽

Reduction Characteristics

A novel type of integral squeeze film damper (ISFD) is proposed to reduce and isolate vibration excitations of the gear system through bearing to the foundation. Four ISFD designs were tested experimentally with an open first-grade spur gear system. Vibration reduction characteristics were experimentally studied at different speeds for cases where ISFD elastic damping supports were simultaneously installed on the driving and driven shafts, installed on the driven shaft, or only installed on the driving shaft. Experimental results show that the ISFD elastic damping support can effectively reduce shock vibration of the gear system. Additionally, resonant modulation in gear shafts caused by meshing impact was significantly reduced. Different vibration amplitudes of gear shafts with ISFD installed only on driven or driving shafts were compared. Results indicated that vibration reduction is better when ISFD is only installed on the driven shaft than on the driving shaft.

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An Experimental Study of First Grade Theme Writing

American Educational Research Journal ◽

10.3102/00028312005002239 ◽

1968 ◽

Vol 5 (2) ◽

pp. 239-247 ◽

Cited By ~ 6

Author(s):

Harry E. Anderson ◽

W. L. Bashaw

Keyword(s):

Experimental Study ◽

First Grade

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