Intensive Reading Interventions for Inadequate Responders in Grades K-3: A Synthesis

Autor/inn/en	Austin, Christy R.; Vaughn, Sharon; McClelland, Amanda M.
Titel	Intensive Reading Interventions for Inadequate Responders in Grades K-3: A Synthesis
Quelle	In: Learning Disability Quarterly, 40 (2017) 4, S.191-210 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948717714446
Schlagwörter	Reading Improvement; Intervention; Synthesis; Early Childhood Education; Outcome Measures; Research Design; Control Groups; Experimental Groups; Reading Difficulties; Response to Intervention; Literature Reviews; Meta Analysis; Reading Tests; Elementary School Students; Emergent Literacy; Reading Fluency; Achievement Tests; Woodcock Reading Mastery Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Forschungsdesign; Reading difficulty; Leseschwierigkeit; Meta-analysis; Metaanalyse; Lesetest; Frühleseunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K-3 responded inadequately to a Tier 2 reading intervention and were provided with a Tier 3 intervention. Descriptions of the Tier 3 reading interventions and effects are provided. To meet inclusion criteria, studies were required to (a) provide documented, multi-tiered reading interventions with at least one reading outcome measured; (b) include students in grades K-3 who previously responded inadequately to a Tier 2 intervention; (c) use experimental, quasi-experimental, or multiple-group designs; and (d) be peer reviewed and conducted in English. Twelve studies met inclusion criteria. Results demonstrate that students who responded inadequately to Tier 2 interventions can make significant growth from Tier 3 interventions compared with a control group of peers who were also inadequate responders, but often fail to catch up to their more responsive peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01