Effectiveness of a supplemental early reading intervention scaled up in multiple schools

• Autores: Carolyn A. Denton, Kim Nimon, Patricia G. Mathes, Elizabeth A. Swanson, Caroline Kethley, Terri B. Kurz, Minyi Shih
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 76, Nº. 4, 2010, págs. 394-416
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 40). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.