title: Tiers of intervention in kindergarten through third grade.
abstract: This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.
authors.affiliation: University of California, Riverside, CA 92521, USA. rollanda.oconnor@ucr.edu
authors.forename: Rollanda E
authors.initials: RE
authors.lastname: O'Connor
authors.forename: Kristin R
authors.initials: KR
authors.lastname: Harty
authors.forename: Deborah
authors.initials: D
authors.lastname: Fulmer
mesh_terms: D000124:Achievement; D002648:Child; D002675:Child, Preschool; D015331:Cohort Studies; D004410:Dyslexia / Q000628:therapy; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy*; D016896:Treatment Outcome