Response to Intervention: Schools Where All Children Learn to Read

  • Author(s) / Creator(s)
  • 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.

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    Conference/Workshop Poster
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    Attribution-NonCommercial 4.0 International