Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation

    Authors

    M. D. Coyne; D. C. Simmons; S. Hagan-Burke; L. E. Simmons; O. M. Kwok; M. Kim; M. Fogarty; E. L. Oslund; A. B. Taylor; A. Capozzoli-Oldham; S. Ware; M. E. Little;D. M. Rawlinson

    Comments

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    Abbreviated Journal Title

    Except. Child.

    Keywords

    CROSS-CLASSIFIED DATA; KINDERGARTEN; INSTRUCTION; SCIENCE; SCHOOLS; MODEL; Education, Special; Rehabilitation

    Abstract

    This experimental study evaluated a model in which the delivery of a supplemental beginning reading intervention was adjusted based on student performance. Kindergarten students identified x at risk for reading difficulties were assigned to one of two versions of the Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004). Students assigned to the experimental condition received the intervention with systematic adjustments based on student performance. Students in the comparison condition received the same intervention without instructional modifications. The experimental group outperformed the comparison group on all posttest measures at the end of kindergarten. Follow-up analyses at the end of first grade revealed a continued advantage for the experimental group. Findings suggest that systematically adjusting intervention support in response to student performance may be feasible and efficacious.

    Journal Title

    Exceptional Children

    Volume

    80

    Issue/Number

    1

    Publication Date

    1-1-2013

    Document Type

    Article

    Language

    English

    First Page

    25

    Last Page

    44

    WOS Identifier

    WOS:000323190800003

    ISSN

    0014-4029

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