Extensive Reading Interventions in Grades K-3

[Pages:84]EXTENSIVE READING INTERVENTIONS IN GRADES K? 3

From Research to Practice

EXTENSIVE READING INTERVENTIONS IN GRADES K? 3

From Research to Practice

Nancy Scammacca, Sharon Vaughn, Greg Roberts Vaughn Gross Center for Reading and Language Arts The University of Texas at Austin

Jeanne Wanzek, Joseph K. Torgesen Florida Center for Reading Research Florida State University

2007

The authors would like to acknowledge the valuable assistance given in the preparation of this document by Lynn Fuchs and Patricia Mathes.

This publication was created for the Center on Instruction by the Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin.

The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Horizon Research, Inc.; RG Research Group; the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and the Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin.

The contents of this document were developed under cooperative agreement S283B050034 with the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

The Center on Instruction requests that no changes be made to the content or appearance of this document.

Preferred citation:

Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades k? 3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

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TABLE OF CONTENTS

1 EXECUTIVE SUMMARY 3 INTRODUCTION 5 METHODOLOGY AND CRITERIA

FOR SELECTING AND ANALYZING STUDIES 9 BRIEF NARRATIVE SUMMARIES OF EXTENSIVE INTERVENTIONS 29 IMPLICATIONS FOR PRACTICE 32 TABLE 1. ESTIMATED PERSONNEL COST PER STUDENT

OF PROVIDING EACH INTERVENTION 33 DETAILED SUMMARIES OF RESEARCH STUDIES 64 TABLE 2. STUDY CHARACTERISTICS 66 TABLE 3. EFFECT SIZES BY MEASURE AND GROUP COMPARISON 75 REFERENCES

EXECUTIVE SUMMARY

The report summarizes relevant high-quality research studies and synthesizes their findings to determine the relative effectiveness of interventions for struggling early readers. Additionally, we outline the implications of these findings for practice. Specific suggestions for implementing the findings are discussed in detail beginning on page 29; they are briefly listed below.

1. Extensive interventions can be effective even when provided by relatively low-cost implementers when appropriate training is provided and the interventions are fairly structured and delivered one-on-one or in groups of two or three students.

2. In studies that included a follow-up assessment, gains from early

extensive interventions appear to be maintained over time, at least into

second grade.

3. All of the effective early interventions examined in these studies shared four essential elements: training in phonological awareness, decoding, and word study; guided and independent reading of progressively more difficult texts; writing exercises; and engaging students in practicing comprehension strategies while reading text.

4. Other elements of these interventions that may be related to their success include group size (one-on-one, small group), the daily or near-daily frequency of the intervention sessions, and the early identification (in K or Grade 1) of students in need of intervention. These elements were evident though not directly tested in most relevant research studies.

5. We know considerably more about the effectiveness of early interventions than we do about interventions provided at later stages of development.

6. Considerably more research is needed on students whose response to

treatment is relatively low.

Most of these implications apply best to students who are judged to be among the 20% to 25% most at risk for reading problems at the beginning of kindergarten, first, or second grade. As the research intervention literature extends to more severely disabled students, these conclusions may need to be modified.

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