Response to Intervention for Middle School Students with Reading Difficulties: Effects of a Primary and Secondary Intervention

Autor/inn/en	Vaughn, Sharon; Cirino, Paul T.; Wanzek, Jeanne; Wexler, Jade; Fletcher, Jack M.; Denton, Carolyn D.; Barth, Amy; Romain, Melissa; Francis, David J.
Titel	Response to Intervention for Middle School Students with Reading Difficulties: Effects of a Primary and Secondary Intervention
Quelle	In: School Psychology Review, 39 (2010) 1, S.3-21 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Reading Difficulties; Intervention; Word Recognition; Accountability; Program Effectiveness; Vocabulary Development; Reading Fluency; Reading Comprehension; Reading Skills; Faculty Development; Teaching Methods; Spelling; State Standards; Decoding (Reading); Middle School Students; Urban Schools; Sentences; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Worterkennung; Verantwortung; Wortschatzarbeit; Leseverstehen; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibweise; Dekodierung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sentence analysis; Satzanalyse
Abstract	This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension. Participants scored below a proficiency level on their state accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the researcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups. (Contains 2 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10