INCREASING THE QUALITY OF TIER 1 READING INSTRUCTION: USING PERFORMANCE FEEDBACK TO INCREASE OPPORTUNITIES TO RESPOND DURING IMPLEMENTATION OF A CORE READING PROGRAM. Issue 1 (27th November 2015)

• Record Type: Journal Article
• Authors: Cuticelli, Mari; Collier‐Meek, Melissa; Coyne, Michael
• Is Part Of: Psychology in the schools. Volume 53:Issue 1(2016)
• Page Start: 89
• Page End: 105
• Publication Date: 2015-11-27
• Subjects: Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.21884
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract : Recent data on reading achievement indicates that a majority of young students are reading below proficiency. However, current research has shown that providing students with quality, research‐based reading instruction can help prevent many reading difficulties. Through the use of core reading programs, teachers have tools available to be able to provide students with evidence‐based instruction in the Tier 1 setting. However, classroom teachers need support in instructing core reading programs with the highest quality to increase student reading outcomes. This study provides evidence that providing teachers with performance feedback can improve quality of instruction by increasing the numbers of OTRs delivered during Tier 1 reading instruction. Teachers were observed during core reading program instruction, number of opportunities to respond were counted at the end of each observed lesson. Baseline data trends were used to determine what type of feedback was given during the intervention phase (i.e., teachers were encouraged to increase individual, group, or both OTRs during instruction). During intervention phase, teachers were provided graphic and oral feedback on implementation of the core reading program; suggestions were provided for increasing opportunities to respond during instruction.