title: Effects of a Response-Based, Tiered Framework for Intervening With Struggling Readers in Middle School.
abstract: This study addressed the effects of multiyear, response-based, tiered intervention for struggling readers in grades 6-8. A sample of 768 sixth-grade students with reading difficulties was randomized to a response-based, tiered-intervention condition or "business as usual," and initial treatment status was maintained over the three-year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multiple-indicator, multilevel growth model was fit, representing the likely trajectories of the group of students originally randomized (in the fall of sixth grade) to treatment. Three-year trajectories were fit, with the results representing likely multiyear trends for the three groups. Treatment students, on average, outperformed business-as-usual students. The effect size based on the multiple-indicator, multilevel model was .26. Treated students also outperformed the group of typical readers when achievement was characterized in terms of slope over time. However, a sizable gap remained between treated and typical students in the spring of eighth grade.
authors.affiliation: The Meadows Center for Preventing Educational Risk, University of Texas at Austin, USA.
authors.forename: Greg
authors.initials: G
authors.lastname: Roberts
authors.forename: Sharon
authors.initials: S
authors.lastname: Vaughn
authors.forename: Jack
authors.initials: J
authors.lastname: Fletcher
authors.forename: Karla
authors.initials: K
authors.lastname: Stuebing
authors.forename: Amy
authors.initials: A
authors.lastname: Barth