Title
Replicating The Impact Of A Supplemental Beginning Reading Intervention: The Role Of Instructional Context
Keywords
Beginning reading; experimental research; kindergarten students; replication study; supplemental intervention
Abstract
The purpose of this varied replication study was to evaluate the effects of a supplemental reading intervention on the beginning reading performance of kindergarten students in a different geographical location and in a different instructional context from the initial randomized trial. A second purpose was to investigate whether students who received the intervention across both the initial and replication studies demonstrated similar learning outcomes. Kindergarten students (n = 162) identified as at risk of reading difficulty from 48 classrooms were assigned randomly at the classroom level either to a commercial program (i.e., Early Reading Intervention; Pearson/Scott Foresman, 2004) that included explicit/systematic instruction (experimental group) or school-designed typical practice intervention (comparison group). Both interventions were taught by classroom teachers for 30 min per day in small groups for approximately 100 sessions. Multilevel hierarchical linear analyses revealed no statistically significant differences between conditions on any measure. Combined analyses that included students from both the initial and replication studies suggested that differences in the impact of the intervention across studies were largely explained by mean differences in the comparison group students' response to school-designed intervention. © 2013 Copyright Taylor and Francis Group, LLC.
Publication Date
1-1-2013
Publication Title
Journal of Research on Educational Effectiveness
Volume
6
Issue
1
Number of Pages
1-23
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1080/19345747.2012.706694
Copyright Status
Unknown
Socpus ID
84872368291 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84872368291
STARS Citation
Coyne, Michael D.; Little, Mary; Rawlinson, D'Ann; Simmons, Deborah; and Kwok, Oi Man, "Replicating The Impact Of A Supplemental Beginning Reading Intervention: The Role Of Instructional Context" (2013). Scopus Export 2010-2014. 7899.
https://stars.library.ucf.edu/scopus2010/7899