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 =240). 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.

High-quality core instruction in kindergarten and first and second grade is critical to prevent mathematics difficulties. Evidence-based critical features of instruction should be part of core instruction and be included in mathematics textbooks. This study examined lessons from kindergarten and first- and second-grade basal mathematics textbooks to determine the extent to which 11 critical features of instruction were present. Overall, results showed an “Approaching Acceptable” rating, meaning that the features were not fully incorporated. Implications include the need for textbook adoption committees to be mindful of the importance of including effective instructional practices when making textbook decisions and for teachers to scrutinize the components of lessons to determine if these features of effective instruction are included.

Technology is used widely in teacher education for a variety of purposes, including skill development. Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that include authentic practice outside of class time to increase the efficiency of teacher education goals. This study investigated the feasibility and utility of technology to teach preservice teachers to accurately assess oral reading fluency (ORF), an important skill for monitoring growth in reading. In this study, in-class practice with peers was compared to web-based audio and video practice conditions. All groups (N = 18) made significant improvements on a test of knowledge about reading fluency and for skills in their accuracy in scoring ORF probes. On a measure of self-efficacy for teaching and assessing ORF, unlike their peers in the audio and video conditions who made statistically significant change, the in-class practice group did not become more confident following instruction. However, they made similar gains in skills and knowledge, suggesting that technology-based practice conditions may be a more effective method for increasing self-efficacy. This study has implications for teacher education practice, supporting the use of technology to deliver effective skills practice for developing accuracy in scoring ORF, a common curriculum-based measure of reading competency.

Most students who receive special education services have significant difficulties with reading. Because teachers are considered the major source of referral for special education services, they must know the characteristic reading behaviors that distinguish students with reading disabilities. The purpose of this study was to validate literature-based reading behaviors by professionals who work with students with reading disabilities (RD) and to identify those behaviors that predict reading disabilities. Utilizing a rating scale developed from the neuropsychological and learning disability literature, 391 professionals were asked to identify reading behaviors in their poor readers identified as having learning disabilities (LD). Findings from t-test analyses revealed statistically significant differences between students with LD who had reading disabilities and students with LD without reading disabilities, affirming the literature-based group of behaviors that constitute reading disability. Additionally, reading rate was found to be most predictive of reading disability in the LD group with reading disabilities. Implications include characteristic reading behaviors that can be used with other reading measures during screening and diagnosis and that can be considered when planning remedial intervention programs.

Reading has always been a popular topic of researchers and writers, but its importance has perhaps never been more keenly felt than in the past 10 years. Recent efforts by the president and Congress have recognized the need for school children to be reading on grade level by the third grade, thus setting the expectation for early reading acquisition. Assessment and intervention are intricately related, thus, this series will inform the reader of effective assessment practices that influence instructional decision-making regarding appropriate interventions.As part of this introductory article, we will provide a historical framework of reading assessment as a context for the series' content.A historical overview is important for two reasons. First, it provides us with a frame of reference, within which we can view current practices. Second, it provides us with a sense of perspective. That is, by studying what early assessors have contributed to our field, we realize that &dquo;new assessment advances&dquo; often either have their roots in the early 20th century or are actually replicates of long-held practices. (Note: This work is an abridged version of a history of reading assessment being compiled by the first author. It is by no means exhaustive. We were unable to include all events or individual or group tests.Omissions are done so out of necessity of space limitations rather than a lack of proper respect for a contribution.) We will provide an overview of each article in this series following the historical framework.