Effectiveness of a supplemental early reading intervention scaled up in multiple schools

The effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response to intervention 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 = 240). 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 less met a fluency benchmark.
Authors citation
Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M.
Publication
The Meadows Center for Preventing Educational Risk
Year of Study
2010
Subject
Literacy
Program Evaluated
Responsive Reading Instruction
Tutor Type
Teacher
Duration
1 year
Sample size
422
Grade Level(s)
1st Grade
Student-Tutor Ratio
Small Group
Effect Size
0.43
Study Design
Student Randomized
Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M. (2010). Effectiveness of a supplemental early reading intervention scaled up in multiple schools. Exceptional Children. The Meadows Center for Preventing Educational Risk. Retrieved April 8, 2021, from https://meadowscenter.org/library/resource/effectiveness-of-a-supplemen…