Validation of a supplemental reading intervention for first-grade children.
This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control conditions. Students in the intervention received 16 hours of instruction. Analyses of pre- and posttest data and growth measures suggest that short-term supplemental reading intervention had a significant effect on children's reading skills; however, effects were not consistent across measures. Parent and teacher ratings moderated significant effects. Findings support the validity of a brief intervention for students at risk for reading failure that may inform Tier 2 interventions within a Response to Intervention framework.
Case
Lisa Pericola
LP
University of Maryland, Department of Special Education, College Park, MD 20742, USA. lpcase@umd.edu
Speece
Deborah L
DL
Silverman
Rebecca
R
Ritchey
Kristen D
KD
Schatschneider
Christopher
C
Cooper
David H
DH
Montanaro
Elizabeth
E
Jacobs
Dawn
D
D002648:Child; D002675:Child, Preschool; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D018479:Early Intervention, Educational / Q000379:methods*; D005178:Faculty; D005260:Female; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D007808:Language Therapy / Q000379:methods*; D008297:Male; D010290:Parents; D010700:Phonetics; D011932:Reading; D012073:Remedial Teaching / Q000379:methods*; D012307:Risk Factors; D013334:Students / Q000523:psychology; D013997:Time Factors; D016896:Treatment Outcome