Evaluating the Effects of a Systemic Intervention on First-Grade Teachers' Explicit Reading Instruction. (November 2013)

• Record Type: Journal Article
• Authors: Nelson-Walker, Nancy J.; Fien, Hank; Kosty, Derek B.; Smolkowski, Keith; Smith, Jean Louise M.; Baker, Scott K.
• Is Part Of: Learning disability quarterly. Volume 36:Number 4(2013)
• Page Start: 215
• Page End: 230
• Publication Date: 2013-11
• Subjects: reading -- observation research -- teacher -- instructional strategies -- at risk; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0731948712472186
• Languages: English
• ISSNs: 0731-9487

Abstract

This article examines the efficacy of a multitiered systemic reading intervention for increasing the intensity and quality of explicit literacy instruction that teachers provide in first-grade classrooms. Schools ( j = 16) were randomly assigned to the treatment or comparison condition. In both conditions, teachers ( i = 42) provided 90 min of Tier I reading instruction to first-grade students ( n = 883). In the treatment condition, Tier I classroom teachers were trained to enhance their core reading instruction by making instruction more explicit and intensive through standardized protocols and ongoing coaching support. At-risk treatment students ( n = 240) also received an additional 30 min of Tier II supplemental reading intervention that was highly aligned with Tier I instruction. The focus of this study is on the Tier I portion of the multitiered intervention and the impact of the Tier I Enhancing Core Reading Instruction intervention on teacher practices. Results indicate positive effects of the Tier I intervention on the quality of explicit instruction and the frequency and accuracy of group practice opportunities provided to students.