Altering instructional delivery options to improve intervention outcomes: Does increased instructional intensity also increase instructional effectiveness?

Abstract

With limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional intensity and resources meaningfully increase instructional effectiveness. As a preliminary attempt to address this research question, this study systematically evaluated the differential effectiveness of three intervention options that integrated the same instructional components but required varying levels of resources (i.e., teacher time for instructional delivery). To better isolate the research question, this study specifically evaluated interventions designed to improve students' reading fluency. Overall findings suggested that increased instructional intensity does not necessarily equate with increased instructional effectiveness. C 2011 Wiley Periodicals, Inc.

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

“…We know of only a small number of other studies (all conducted in the U.S., with English reading materials and assessments) that examined the relative effects of a reading intervention implemented in different student groupings (e.g., Begeny et al 2011;Klubnik and Ardoin 2010;Ross and Begeny 2011;Vaughn et al 2003). In each of those studies, participants benefitted significantly from small-group instruction that was otherwise comparable with one-on-one instruction, and the difference between small-group and one-on-one instruction was negligible.…”

“…Prior to beginning the project, an English version of the intervention protocoldeveloped by the first author and utilized in similar research projects (e.g., Begeny et al 2011) was translated by a native Spanish speaker who was also fluent in English and worked as an educator in Costa Rica. This translation was then reviewed and verified by a second individual with the same qualifications.…”