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

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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Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners

Learning Disability Quarterly ◽

10.2307/27740365 ◽

2009 ◽

Vol 32 (3) ◽

pp. 143-162 ◽

Cited By ~ 11

Author(s):

Lisa Klett Gyovai ◽

Gwendolyn Cartledge ◽

Lefki Kourea ◽

Amanda Yurick ◽

Lenwood Gibson

Keyword(s):

English Language Learners ◽

Early Literacy ◽

Language Learners ◽

Reading Intervention ◽

English Language ◽

Early Reading ◽

First Grade ◽

Literacy Skills ◽

Baseline Design ◽

Early Reading Intervention

This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.

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An Examination of Problem Behaviors and Reading Outcomes in Kindergarten Students

The Journal of Special Education ◽

10.1177/0022466909359425 ◽

2010 ◽

Vol 45 (3) ◽

pp. 131-148 ◽

Cited By ~ 19

Author(s):

Shanna Hagan-Burke ◽

Oi-man Kwok ◽

Yuanyuan Zou ◽

Caitlin Johnson ◽

Deborah Simmons ◽

...

Keyword(s):

Problem Behavior ◽

Reading Instruction ◽

Problem Behaviors ◽

Reading Intervention ◽

Intervention Program ◽

Word Reading ◽

Negative Impact ◽

Reading Outcomes ◽

Alphabet Knowledge ◽

Early Reading Intervention

This study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly assigned to an early reading intervention program or school-determined comparison intervention. In both conditions, children received 30 minutes of small-group supplementary reading instruction for 21 weeks. Findings from multilevel modeling revealed many associations between problem behaviors and reading outcomes for children in both conditions. Interaction analyses indicated that explicit, code-based reading intervention moderated the negative impact of externalizing problem behavior on end-of-kindergarten measures of alphabet knowledge, phonemic blending, and word reading. This type of intensive systematic reading instruction also moderated the influence of hyperactivity on children’s alphabet knowledge and phonemic blending. There were no moderator effects for internalizing problem behavior.

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Predicting Response to Early Reading Intervention From Verbal IQ, Reading-Related Language Abilities, Attention Ratings, and Verbal IQ—Word Reading Discrepancy

Journal of Learning Disabilities ◽

10.1177/00222194030360010401 ◽

2003 ◽

Vol 36 (1) ◽

pp. 24-33 ◽

Cited By ~ 75

Author(s):

Scott A. Stage ◽

Robert D. Abbott ◽

Joseph R. Jenkins ◽

Virginia W. Berninger

Keyword(s):

Reading Intervention ◽

Word Reading ◽

Early Reading ◽

Language Abilities ◽

Verbal Iq ◽

Early Reading Intervention ◽

Related Language

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Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

Beyond Behavior ◽

10.1177/1074295619900380 ◽

2020 ◽

Vol 29 (1) ◽

pp. 6-17 ◽

Cited By ~ 1

Author(s):

Justin D. Garwood ◽

John W. McKenna ◽

Stephen Ciullo

Keyword(s):

Reading Instruction ◽

Behavioral Disorders ◽

Reading Intervention ◽

Special Educators ◽

Emotional And Behavioral Disorders ◽

Early Reading ◽

School Students ◽

Early Reading Intervention ◽

Behavioral Supports ◽

Early Reading Instruction

Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.

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The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention

Journal of Learning Disabilities ◽

10.1177/00222194211010349 ◽

2021 ◽

pp. 002221942110103

Author(s):

Johny Daniel ◽

Sharon Vaughn ◽

Gregory Roberts ◽

Amie Grills

Keyword(s):

Reading Comprehension ◽

Reading Instruction ◽

Reading Intervention ◽

Reading Skills ◽

Word Reading ◽

Reading Interventions ◽

Controlled Trial ◽

Reading Difficulties ◽

Student Response ◽

Lower Baseline

To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties ( N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students’ end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.

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