The Effectiveness of One-to-One Tutoring by Community Tutors for at-Risk Beginning Readers

1997 ◽  
Vol 20 (2) ◽  
pp. 126-139 ◽  
Author(s):  
Patricia F. Vadasy ◽  
Joseph R. Jenkins ◽  
Lawrence R. Antil ◽  
Susan K. Wayne ◽  
Rollanda E. O'Connor
Keyword(s):  
At Risk ◽  
Treatment Group ◽  
Reading Instruction ◽  
Early Reading ◽  
First Grade ◽  
Reading Skill ◽  
Effect Sizes ◽  
Control Group ◽  
Tutoring Program ◽  
One To One

One-to-one instruction, while highly desirable for children with the lowest reading skills, is not often available. It could be provided by nonprofessional tutors in the community, however. One aim of this study was to determine whether a one-to-one phonologically based tutoring program that incorporates many features of successful early reading programs and that is delivered by nonprofessional tutors is effective with first-grade students at risk for reading failure. Forty at-risk first graders who did not differ on reading skill prior to the intervention were randomly assigned to one of two groups. The treatment group received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. The control group received only the regular reading instruction in their classrooms. The treatment group outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures, with effect sizes averaging .21, .35, .37, and .19, respectively. Differences were significant on only one nonword reading and one spelling measure; however, a second aim was to determine the effects of the tutors' ability to implement the lessons scripted for them. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in each early reading skill area assessed. Results support the potential of nonprofessional tutors to supplement early reading instruction, and prevent learning disabilities in at-risk children.

Prevention and treatment of post-partum depression: a controlled randomized study on women at risk

2002 ◽  
Vol 32 (6) ◽  
pp. 1039-1047 ◽  
Author(s):  
H. CHABROL, ◽  
F. TEISSEDRE, ◽  
M. SAINT-JEAN, ◽  
N. TEISSEYRE, ◽  
B. ROGÉ ◽  
...  
Keyword(s):  
At Risk ◽  
Treatment Group ◽  
Rating Scale ◽  
Post Partum ◽  
Control Group ◽  
Post Partum Depression ◽  
Cognitive Behavioural ◽  
Post Natal Depression ◽  
Prevention And Treatment ◽  
Probable Depression

Background. Research is needed to evaluate the efficacy of prevention and treatment for post-partum depression.Method. Subjects were screened with the Edinburgh Post-natal Depression Scale (EPDS) at the obstetric clinic. Mothers at risk (N = 258) (EPDS scores [ges ]9) were randomly assigned to a prevention/treatment group or a control group. The prevention group received one cognitive-behavioural prevention session during hospitalization. At 4 to 6 weeks post-partum, subjects were screened again with the EPDS, after drop-out rates (refusals plus no return of the second EPDS) of 25.4% (33/130) in the intervention group and 10.9% (14/128) in the control group. Mothers with probable depression (EPDS scores [ges ]11) were assessed using the Hamilton Depression Rating Scale (HDRS) and the Beck Depression Inventory (BDI). Mothers with major depression continued in the treatment group (N = 18) or in the control group (N = 30). Treated subjects received a cognitive-behavioural programme of between five and eight weekly home-visits.Results. Compared with the control group, women in the prevention group had significant reductions in the frequency of probable depression (30.2% v. 48.2%). Recovery rates based on HDRS scores of <7 and BDI scores of <4 were also significantly greater in the treated group than in the control group.Conclusions. The study suggests that this programme for prevention and treatment of post-partum depression is reasonably well-accepted and efficacious.

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

2018 ◽  
Vol 21 ◽  
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.

Facilitating access to iCBT: a randomized controlled trial assessing a translated version of an empirically validated program using a minimally monitored delivery model

2019 ◽  
Vol 48 (2) ◽  
pp. 185-202
Author(s):  
Miguel Robichaud ◽  
France Talbot ◽  
Nickolai Titov ◽  
Blake F. Dear ◽  
Heather D. Hadjistavropoulos ◽  
...  
Keyword(s):  
Treatment Group ◽  
Outcome Measures ◽  
Primary Outcome ◽  
Controlled Trial ◽  
Post Treatment ◽  
Effect Sizes ◽  
Anxiety And Depression ◽  
Control Group ◽  
Access To Treatment ◽  
Delivery Model

AbstractBackground:Despite its established efficacy, access to internet-delivered CBT (iCBT) remains limited in a number of countries. Translating existing programs and using a minimally monitored model of delivery may facilitate its dissemination across countries.Aims:This randomized control trial aims to evaluate the efficacy of an iCBT transdiagnostic program translated from English to French and offered in Canada using a minimally monitored delivery model for the treatment of anxiety and depression.Method:Sixty-three French speakers recruited in Canada were randomized to iCBT or a waiting-list. A French translation of an established program, the Wellbeing Course, was offered over 8 weeks using a minimally monitored delivery model. Primary outcome measures were the Generalized Anxiety Disorder-7 (GAD-7) and the Patient Health Questionnaire-9 (PHQ-9), which were obtained pre-treatment, post-treatment and at 3-month follow-up.Results:Mixed-effects models revealed that participants in the treatment group had significantly lower PHQ-9 and GAD-7 scores post-treatment than controls with small between-groups effect sizes (d = 0.34 and 0.37, respectively). Within-group effect sizes on primary outcome measures were larger in the treatment than control group. Clinical recovery rates on the PHQ-9 and GAD-7 were significantly higher among the treatment group (40 and 56%, respectively) than the controls (13 and 16%, respectively).Conclusions:The provision of a translated iCBT program using a minimally monitored delivery model may improve patients’ access to treatment of anxiety and depression across countries. This may be an optimal first step in improving access to iCBT before sufficient resources can be secured to implement a wider range of iCBT services.

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

2010 ◽  
Vol 76 (4) ◽  
pp. 394-416 ◽  
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.

Effects of recasts and form-focused instruction on the acquisition of novel vocabulary

2019 ◽  
Vol 10 (4) ◽  
pp. 603-624
Author(s):  
Yingli Yang ◽  
Lawrence Jun Zhang ◽  
Ling Chen
Keyword(s):  
Working Memory ◽  
Treatment Group ◽  
University Students ◽  
Vocabulary Development ◽  
Mediating Effect ◽  
Effect Sizes ◽  
Superior Performance ◽  
Control Group ◽  
Reading Span ◽  
Group A

AbstractThe present study explores the effects of recast plus form-focused instruction and form-focused instruction on vocabulary development and the mediating effect of working memory. Sixty-six university students were assigned to a recast plus form-focused instruction (FFI) group, a FFI group, and a control group. The instructor provided recasts on non-target vocabulary items in the recast plus FFI group, whereas the FFI group completed two form-focused vocabulary tasks only. Pretests, posttests, and delayed posttests were administered to examine learners’ development of target vocabulary items. A reading span test was employed to examine learners’ complex working memory capacities. Results show that the recast plus FFI group exhibited superior performance over the control group on both posttests and delayed posttests with large effect sizes. Working memory did not significantly correlate with vocabulary development in either treatment group.

Phonological analysis as a function of age and exposure to reading instruction

1991 ◽  
Vol 12 (1) ◽  
pp. 91-121 ◽  
Author(s):  
Judith A. Bowey ◽  
J. Francis
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Early Reading ◽  
First Grade ◽  
Kindergarten Children ◽  
Grade Group ◽  
Explained Variation ◽  
Grade Groups ◽  
Better Than ◽  
Equal Difficulty

ABSTRACTThis study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

Determining English Language Learners' Response to Intervention: Questions and Some Answers

2007 ◽  
Vol 30 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Paul T. Cirino ◽  
Sharon Vaughn
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
First Grade ◽  
The Mean ◽  
Not At Risk

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b) discrepancy benchmark criteria, with performance on these measures at or above the mean of not-at-risk peers; and (c) discrepancy slope criteria, with growth during grade 1 on these measures at or above the mean of not-at-risk peers. The sample consisted of 81 students (41 intervention, 40 comparison) who were bilingual (Spanish/English) and were part of a supplemental reading instruction study during first grade. The three grade 1 criteria were evaluated in relation to a set benchmark criteria in grade 2. Results indicated that approximately 80% of the students did not meet any criteria in either year, but that the discrepancy slope criteria in grade 1 were most predictive of set benchmark criteria in grade 2. Recognizing that we applied highly stringent criteria, implications and issues are presented related to using RTI with ELLs to facilitate decision making about further intervention and referral for special education.

scholarly journals L2 Expository Text Reading Instruction: A Graphic Organiser-Based Methodology

2021 ◽  
Vol 9 (3) ◽  
pp. p1
Author(s):  
Michael Sharpe
Keyword(s):  
Treatment Group ◽  
Reading Instruction ◽  
Text Comprehension ◽  
Expository Text ◽  
Control Group ◽  
Mixed Method Research ◽  
Text Reading ◽  
Survey Responses ◽  
Reading Context ◽  
Relative Gains

A mixed method research design was employed to investigate the effects of using graphic organizers (GOs) to facilitate expository text comprehension in a college EFL reading context. Participants were two intact groups (n = 21, n = 31) of 1st year Japanese engineering undergraduates. Over a six-week study period, treatment group practiced using teacher-generated mapping templates when reading. Control group completed text-based comprehension questions. Treatment effects were examined by pre-and post-testing, to examine if using GOs transferred into quantitative improvements in learner comprehension. Treatment group also completed a survey on the efficacy of GO-based reading in improving reading confidence, understanding of rhetorical structure/organization, motivation and interest. Results showed there was high variability in both group’s scores on both tests. Although control group scored significantly higher on both (p < .05) tests, relative gains in the treatment group were significantly higher in non-parametric analysis. Survey responses indicated that using GOs had a positive effect in several areas.

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