C Typical school (Average/High Achieving Students): instruction. Lang et al., 2009 High Risk Ss Moderate Risk Ss T1 Teacher-led whole group instruction FCAT Reading Comp T1 vs. C1 T1 vs. C1 (Read 180): of background knowledge, vocabulary, word study, ES = -.14 ES = .05 comprehension, writing, and grammar followed by T2 vs. C2 T2 vs. C2 small group instruction, independent reading, and ES = -.16 ES = .22 individual adaptive computer work on decoding, T3 vs. C3 T3 vs. C3 fluency, vocabulary, comprehension, and spelling. ES = -.08 ES = .24 T2 Instruction in 3 (Reach 2002): and Reading, Reasoning and Writing, Spelling Through Morphographs—providing phonemic awareness, decoding/word analysis, fluency, oral language, comprehension, writing, and spelling. T3 Differentiated instruction delivered in text (RISE): theme units created by teacher. Includes independent reading, whole group discussion and modeling of reading skills/strategies, and small group–targeted instruction. C Typical school reading intervention (SOAR): program. Mercer et al., 2000 Pretest Posttest T (Great Leaps Reading Program for 6–9 mos, Fluency-based instruction in CBM ORF 6–9 mos: 38.26 6–9 mos: 70.21*** 18 mos, or 19–25 mos): – sounds, sight phrases, and oral reading. Graphing of 10–18 mos: 57.37 10–18 mos: 86.53*** progress. 19–25 mos: 29.09 19–25 mos: 69.45*** students’ Rankhorn et al., 1998 Pretest Posttest T1 Instruction in WJ Passage Comp 77.95 89.85** (Failure Free Reading): previewing, listening to teacher read, answering WJ Letter–Word ID 73.97 83.77** questions, and reading and reviewing controlled text. WJ Word Attack 81.33 88.36**
C (Average/High Achieving Students): Typical school instruction. Lang et al., 2009 T1 (Read 180): Teacher-led whole group instruction of background knowledge, vocabulary, word study, comprehension, writing, and grammar followed by small group instruction, independent reading, and individual adaptive computer work on decoding, fluency, vocabulary, comprehension, and spelling. T2 (Reach 2002): Instruction in 3 Reading, Reasoning and Writing, and Spelling Through Morphographs—providing phonemic awareness, decoding/word analysis, fluency, oral language, comprehension, writing, and spelling. T3 (RISE): Differentiated instruction delivered in text theme units created by teacher. Includes independent reading, whole group discussion and modeling of reading skills/strategies, and small group–targeted instruction. C (SOAR): Typical school reading intervention program. FCAT Reading Comp High Risk Ss T1 vs. C1 ES = -.14 T2 vs. C2 ES = -.16 T3 vs. C3 ES = -.08 Moderate Risk Ss T1 vs. C1 ES = .05 T2 vs. C2 ES = .22 T3 vs. C3 ES = .24 Mercer et al., 2000 T (Great Leaps Reading Program for 6–9 mos, mos, or 19–25 mos): Fluency-based instruction in sounds, sight phrases, and oral reading. Graphing of students’ progress. CBM – ORF Pretest 6–9 mos: 38.26 10–18 mos: 57.37 19–25 mos: 29.09 Posttest 6–9 mos: 70.21*** 10–18 mos: 86.53*** 19–25 mos: 69.45*** Rankhorn et al., 1998 T1 (Failure Free Reading): Instruction in previewing, listening to teacher read, answering questions, and reading and reviewing controlled text. WJ Passage Comp WJ Letter–Word ID WJ Word Attack Pretest 77.95 73.97 81.33 Posttest 89.85** 83.77** 88.36** 18
Wanzek%2C_et_al._%282013%29.docx