Effects of a Multi-component Decoding Intervention for At-risk First Graders

Parker, David; Klingbeil, David A.; Hanrahan, Amanda R.; Schramm, Amber L.; Copek, Rebecca A.; Willenbrink, Jessica B.

doi:10.1007/s10864-020-09400-7

Cited by 3 publications

(1 citation statement)

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“…After students have acquired foundational skills in decoding, it is often beneficial to allow those students to practice reading connected text while also receiving targeted phonics instruction for more complex word types (Moats, 1998). In turn, there are scenarios in which students may receive a multicomponent intervention, simultaneously targeting reading fluency and phonics (Parker et al, 2022). In situations where the intervention targets multiple skills, there may be ambiguity in the appropriate assessment to monitor progress.…”

Section: Curriculum-based Measuresmentioning

confidence: 99%

A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency

Van Norman,

Klingbeil,

Truman

et al. 2023

Remedial and Special Education

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The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word fluency [NWF]) and oral reading rate (curriculum-based measurement of reading [CBM-R]). Outcomes from students receiving Tier-2 supports in oral reading and decoding were analyzed to generate model parameters. Scores were simulated for NWF and CBM-R and decision rules were applied to schedules where one observation was collected per week. The trend-line rule was viable with NWF after 7 weeks and 9 to 10 weeks with CBM-R. Differences in base rates of non-proficiency between measures call into question the utility of NWF to capture student improvement in alphabetic principle as they encounter increasingly complex word types.

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Section: Curriculum-based Measuresmentioning

confidence: 99%