Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

Autor/inn/en	Gilbert, Jennifer K.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bouton, Bobette; Barquero, Laura A.; Cho, Eunsoo
Titel	Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers
Quelle	In: Reading Research Quarterly, 48 (2013) 2, S.135-154 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.45
Schlagwörter	Tutoring; Prevention; Intervention; Reading Instruction; Grade 3; Reading Difficulties; Instructional Effectiveness; Response to Intervention; Grade 1; Elementary School Students + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Prävention; Vorbeugung; Leseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first-grade responsiveness-to-intervention prevention model. Struggling first-grade readers (n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 (n = 212) were randomly assigned to receive Tier 2 small-group supplemental tutoring (n = 134) or to continue in Tier 1 (n = 78). Progress-monitoring data were used to identify nonresponders to Tier 2 (n = 45), who were then randomly assigned to more Tier 2 tutoring (n = 21) or one-on-one Tier 3 tutoring (n = 24). Tutoring in Tier 3 was the same as in Tier 2 except for the delivery format and frequency of instruction. Results from a latent change analysis indicated nonresponders to Tier 1 who received supplemental tutoring made significantly higher word reading gains compared with controls who received reading instruction only in Tier 1 (effect size = 0.19). However, no differences were detected between nonresponders to Tier 2 who were assigned to Tier 3 versus more Tier 2. This suggests more frequent 1:1 delivery of a Tier 2 standard tutoring program may be insufficient for intensifying intervention at Tier 3. Although supplemental tutoring was effective in bolstering reading performance of Tier 1 nonresponders, only 40% of all Tier 2 students and 53% of Tier 2 responders were reading in the normal range by grade 3. Results challenge the preventive intent of short-term, standard protocol, multitiered supplemental tutoring models. (Contains 2 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10