Carolyn A. Denton|Paul T. Cirino|Amy E. Barth|Melissa Romain|Sharon Vaughn|Jade Wexler|David Francis|Jack ?. Fletcher
An Experimental Study of Scheduling and Duration of “Tier 2” First-Grade Reading Intervention
The University of Texas Health Science Center at Houston|University of Houston|University of Houston|University of Houston|The University of Texas at Austin|The University of Texas at Austin|University of Houston|University of Houston
study compared effects reading outcomes delivering supplemental smallgroup intervention firstgrade students risk reading difficulties randomly assigned one three different treatment schedules extended 4 sessions per week 16 weeks n 66 concentrated 4 sessions per week 8 weeks n 64 distributed 2 sessions per week 16 weeks n 62 schedules atrisk readers identified screening followed 8 weeks oral reading fluency orf progress monitoring received tier 2 reading intervention groups 2 4 beginning january grade 1 group means higher word reading orf final time point relative pretest however groups differ significantly reading outcome rates adequate intervention response potential covariates site age free lunch status program coverage rate tutor significantly related student outcomes however addition variables multivariate models substantially change results rates adequate intervention response lower reported firstgrade interventions longer duration