The effectiveness of a technologically facilitated classroom-based early reading intervention

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative Web-conferencing system using laptop computers and webcam technology. Seven schools from the southwestern United States were randomly assigned to experimental and control conditions in a cluster randomized design. All children in the study (n = 364) were administered a battery of standardized reading skill tests in the fall and spring of the school year. Intent-to-treat analyses were conducted to estimate mixed models of children’s 1-year growth in Word Attack, Letter/Word Identification, Passage Comprehension, and Spelling of Sounds. Results showed that struggling readers from experimental schools outperformed those from control schools on all spring reading outcomes, controlling for fall scores. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Authors citation
Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C.
Publication
The Elementary School Journal, 112(1), 107–131
Year of Study
2011
Subject
Literacy
Program Evaluated
Targeted Reading Intervention
Tutor Type
Teacher
Duration
1 year
Sample size
175
Grade Level(s)
Kindergarten,
1st Grade
Student-Tutor Ratio
1
Effect Size
0.59
Study Design
Cluster Randomized
Full citation
Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention. The Elementary School Journal, 112(1), 107–131. https://doi.org/10.1086/660684