Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation

Coyne, Michael D.; Simmons, Deborah C.; Hagan-Burke, Shanna; Simmons, Leslie E.; Kwok, Oi‐Man; Kim, Minjung; Fogarty, Melissa; Oslund, Eric L.; Taylor, Alasdair; Capozzoli-Oldham, Ashley; Ware, Sharon; Little, Mary E.; Rawlinson, D’Ann

doi:10.1177/001440291308000101

Cited by 34 publications

(39 citation statements)

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“…Following whole class instruction and universal screening of reading skills such as decoding, fluency and comprehension, they gathered low-achieving students at work stations within the classroom, or joined them with other students in another locale for Tier 2 interventions. These interventions were offered to two to three students twice a week in 30-minute sessions with the goal of intense instruction directed at areas of weakness followed by weekly assessment using address the changing needs of the students (Coyne et al , 2013). Coyne et al specifically studied "systematic and standardized procedures for monitoring progress, regrouping students based on curriculum mastery, and adjusting the progression through the curriculum to ensure sufficient content exposure, review, and practice" (p.39).…”

Section: Response To Intervention (Rti)mentioning

confidence: 99%

“…Teachers can support and respond to student learning by adjusting their intervention based on student strengths and responses to the specific instruction. These adjustments may include changes in dosage, grouping and pacing variables (Coyne et al, 2013). The RTI environment encourages all students to work within their individual ZPD, thus encouraging children to succeed rather than waiting for them to fail before providing supports and interventions.…”

Section: Response To Intervention (Rti)mentioning

confidence: 99%

“…In 2009, Ukrainetz, Ross and Harm found that the majority of children identified as at-risk for reading in the beginning of their kindergarten year, were able to learn these foundational reading skills through specific and explicit PAI delivered in a whole class setting. Student progress and acquisition of PA skills could thus be systematically assessed and interventions modified accordingly (Coyne et al, 2013). Ukrainetz et al (2009) examined different treatment schedules to address phonemic awareness skills among at-risk kindergarten children.…”

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confidence: 99%

“…with high-quality instruction in the general classroom (Coyne et al 2013;Gilbert et al, 2013;Kraayenoord, 2010). Typical whole-class reading instruction includes: phonemic awareness, decoding skills, word attack skills, fluency in text processing, and construction of meaning, vocabulary, spelling and writing (Dunn, 2010).…”

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confidence: 99%

“…Limitations within the R TI framework include a lack of opportunity and experience among teachers to customize and modify interventions based upon student progress (Coyne et al, 2013). In addition, as the changing interventions rely upon continuous data collection, the time required for this data collection and analysis is physically time consuming for classroom teachers.…”

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confidence: 99%

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Phonological awareness interventions in French immersion classrooms

Gowda¹

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In this research project, I examined phonological awareness interventions (PAis) in primary French Immersion classrooms. In detail, I discussed current research on the importance of phonological awareness (PA) as a foundation for literacy skills and the transferability of these pre-literacy skills across languages. In a focus group setting, I invited primary French Immersion teachers to share their knowledge and understanding of PA as well as share effective interventions to teach this pre-literacy skill to second language learners. Subsequently, I delivered a questionnaire to teachers asking them to rate the listed interventions for effectiveness and frequency of application. Results indicated that teachers had a varying degree of knowledge of PA, and therefore, PAis. P Ais identified in this study match the research of current PAI and addressed the "big ideas" ofliteracy such as phonemic awareness, fluency, comprehension, vocabulary and the alphabetic principle. P Ais that were highest rated in frequency and effectiveness included building words on mini-chalkboards, cutting sentence strips, and identifying rhymes in stories and poems.

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Section: Response To Intervention (Rti)mentioning

confidence: 99%

Section: Response To Intervention (Rti)mentioning

confidence: 99%

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confidence: 99%

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Phonological awareness interventions in French immersion classrooms

Gowda¹

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Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson

Filges

Seerup

et al. 2021

Campbell Systematic Reviews

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Background: Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.Objectives: The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.Search Methods: We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.Selection Criteria: Studies had to meet the following criteria to be included:• Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.• Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).• Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasirandomised controlled trials (QRCT); and quasi-experimental studies (QES).• Outcomes: Included studies used standardised tests in reading or mathematics.

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Text Types and Their Relation to Efficacy in Beginning Reading Interventions

Pugh

Kearns

Hiebert³

2023

Reading Research Quarterly

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Researchers disagree about the value of controlling the decodability of texts for students with reading difficulty, specifically what type of text they should read: decodable texts (words limited to taught patterns), nondecodable texts (those not limited by instruction), or both. We analyzed the effects of reading intervention for elementary‐age students with reading difficulty (k = 119) to determine whether effects varied by the type of texts students read—decodable, nondecodable, or both—compared with interventions without text reading. Inadequate information was available to code text type for 22 interventions including text reading; effect sizes were calculated for 97 studies. Effects for interventions with decodable or nondecodable reading did not differ from no‐text interventions. For both types of interventions, the effect (g = 0.28) approached significance versus no‐text, 95% CI [−0.09, 0.65]. Disaggregating effects by whether the measures were standardized or researcher‐designed showed a significant both‐types effect, g = 0.45, 95% CI [0.02, 0.89] relative to no‐text. Disaggregating by whether outcomes were for word recognition or reading comprehension showed a positive both‐types effect for word recognition outcomes; data were inadequate to examine comprehension. A possible confounding effect of time spent reading was tested but was uncorrelated with the intervention effect. The both‐types finding suggests the possible value of varied reading experiences in intervention, but this analysis did not account for other factors that might be correlated with text type and the intervention effect. Furthermore, more comprehensive reporting about text types is important for replication and meta‐analytic review.

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Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation

Cited by 34 publications

References 20 publications

Phonological awareness interventions in French immersion classrooms

Phonological awareness interventions in French immersion classrooms

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Text Types and Their Relation to Efficacy in Beginning Reading Interventions

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