Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or At Risk for Reading Disabilities

2021 ◽  
pp. 002221942110484
Author(s):  
Marissa J. Filderman ◽  
Jessica R. Toste
Keyword(s):  
Decision Making ◽  
At Risk ◽  
Elementary Students ◽  
Reading Intervention ◽  
Reading Disabilities ◽  
Word Reading ◽  
Controlled Trial ◽  
Data Use ◽  
Upper Elementary ◽  
Inadequate Response

For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading intervention for Grade 4 and 5 students with or at risk for reading disabilities (RD). Eighty-eight students were randomly assigned to one of three conditions: initial customization of the intervention (IC-only), initial customization with DBDM (IC + DBDM), or a business-as-usual comparison condition. Results indicated that (a) students in both treatment conditions outperformed the comparison condition on multisyllabic word reading and (b) students in the IC + DBDM condition also outperformed comparison students on decoding. Implications, including the use of DBDM in addition to IC-only as well as methods for decision-making within a small-group context, are discussed.

scholarly journals Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial

2019 ◽  
Vol 53 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Susanna Siu-sze Yeung ◽  
Robert Savage
Keyword(s):  
At Risk ◽  
Sentence Comprehension ◽  
Second Language Learners ◽  
Word Reading ◽  
Reading Interventions ◽  
Controlled Trial ◽  
English Word ◽  
Book Reading ◽  
Word Attack ◽  
Direct Mapping

Reading interventions developed to teach grapheme–phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children’s attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was no such systematic daily linkage of the GPCs and texts. The two reading interventions were otherwise identical. Two hundred fifty-three Chinese Grade 1 and Grade 2 students were screened, and those who scored in the bottom 30% of an English word-reading test were identified as L2 at-risk readers. Seventy-one L2 at-risk readers were thus randomly assigned to two conditions, both of which were small-group reading interventions: (a) DMG or (b) taught control. We hypothesized a significant main effect of Intervention condition and significant interaction of Intervention by Phonological Awareness (PA) effects on word reading, word attack, spelling, and sentence comprehension favoring the DMG intervention. Results showed that predicted interaction effects were significant for word reading, spelling, and sentence comprehension. No other effects were significant. Results suggest that the daily Direct Mapping of taught GPCs to shared book reading promotes reading development in at-risk English L2 readers with stronger phonological skills.

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

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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