Title

A Comparison Of Responsive Interventions On Kindergarteners' Early Reading Achievement

Abstract

This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response to student performance or (b) their schools' typical supplemental reading intervention (regrouping and curriculum pacing adjustments). In both conditions, intervention was provided 30 minutes per day in small groups for approximately 100 sessions. Results indicated no statistically significant group differences on any outcome measures. Between-group effect sizes revealed substantively important differences (Valentine & Cooper, 2003) favoring the ERI responsive condition on multiple measures with effect sizes ranging from.35 to.59. Overall, findings indicated that the majority of students in both Tier 2 intervention conditions performed above the 30th percentile on posttest measures of word reading measures. © 2012 The Division for Learning Disabilities of the Council for Exceptional Children.

Publication Date

11-1-2012

Publication Title

Learning Disabilities Research and Practice

Volume

27

Issue

4

Number of Pages

189-202

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1111/j.1540-5826.2012.00366.x

Socpus ID

84869473198 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84869473198

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