Donna M. Scanlon|Lynn M. Gelzheiser|Frank R. Vellutino|Christopher Schatschneider|Joan M. Sweeney
Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children
University at Albany, State University of New York|University at Albany, State University of New York|University at Albany, State University of New York|Florida State University
study examined effectiveness two tiers intervention preventing early reading difficulties among kindergarten children qualified risk experiencing difficulty early stages learning read participating schools randomly assigned one three treatment conditions professional development classroom teachers served tier 1 intervention small group supplemental intervention children served tier 2 intervention professional development teachers direct intervention children three cohorts children followed beginning kindergarten beginning first grade first cohort served baseline cohort experimental treatments instituted second cohort implementation cohort third cohort served maintenance cohort allowed us evaluate whether effects pd still evident year following implementation pd program data gathered student achievement classroom language arts instruction cohort outcomes suggested three treatments effective reducing number risk kindergartners remained risk reading difficulties end school year although differences effectiveness classroom instruction observed baseline cohort made difficult confidently compare relative effectiveness three treatment conditions however comparisons baseline maintenance cohorts clearly revealed characteristics classroom instruction associated reductions number children qualified risk reading difficulties beginning first grade