Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension

This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes.
Authors citation
Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C.
Publication
Journal of Research on Educational Effectiveness, 11(2), 163–191
Year of Study
2018
Subject
Literacy
Program Evaluated
RR Intervention
Tutor Type
Teacher
Duration
17 weeks
Sample size
98 students
Grade Level(s)
1st Grade
Student-Tutor Ratio
Small group
Effect Size
0.46
Study Design
Cluster Randomized
Full citation
Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C. (2018). Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension. Journal of Research on Educational Effectiveness, 11(2), 163–191. https://doi.org/10.1080/19345747.2017.1375582