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Permanent link (DOI): https://doi.org/10.7939/R3B56DJ1K

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ENGAGE 2017: Celebration of Research and Teaching Excellence

Response to Intervention: Schools Where All Children Learn to Read Open Access

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Author or creator
Georgiou, George
Additional contributors
Subject/Keyword
Response to intervention
Reading
Phonological awareness
Phonics
Vocabulary
Type of item
Conference/workshop Poster
Language
English
Place
Time
Description
We evaluated two experimenter-delivered, small group word reading programs among at-risk poor readers in grade 1 classes of regular elementary schools using a two-arm dual site matched control trial intervention. Readers with word reading scores below the 30th percentile (n = 201) were deemed ‘at-risk’ and allocated to either a) a Direct Mapping and Set-for-Variability program (DMSfV); or b) Current or Best-Practices (CBP) small group reading support, typically for 10-11 hours over 10 weeks. Students were matched on baseline reading and language abilities and other parent background demographic measures. Results of hierarchical modeling of data showed advantages for the DMSfV program (for word reading and spelling at post-test and word reading and sentence comprehension at 5 month delayed post-test), with discernible valued added for the DMSfV condition across all follow-up measures. Results support the use of modified versions of standard small group preventative literacy intervention models that teach both direct mapping of taught GPCs in text and set-for-variability.
Date created
2017/04/18
DOI
doi:10.7939/R3B56DJ1K
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Attribution-NonCommercial 4.0 International
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