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Formulating secondary-level reading interventions.

Debra M Kamps1, Charles R Greenwood

  • 1Department of Applied Behavioral Science, University of Kansas, USA.

Journal of Learning Disabilities
|January 6, 2006
PubMed
Summary
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Early reading and behavior interventions significantly improved outcomes for at-risk students. Small-group, phonics-based instruction proved effective in a randomized trial, highlighting the need for targeted support.

Area of Science:

  • Education
  • Developmental Psychology
  • Special Education

Background:

  • Federal mandates and advances in early literacy and behavior support research necessitate effective early interventions for at-risk students.
  • Identifying students with reading and behavior challenges in kindergarten is now possible, but effective secondary-level interventions require further study.
  • Existing research highlights the efficacy of small-group, explicit, phonics-based instruction for improving reading skills.

Purpose of the Study:

  • To evaluate the efficacy of secondary-level reading and behavior interventions for first-grade students at risk for academic and behavioral difficulties.
  • To compare the outcomes of students receiving a three-tiered, schoolwide prevention model with positive behavioral support (PBS) against those receiving conventional instruction.
  • To examine the impact of small-group, explicit, phonics-based reading instruction within a randomized trial.

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Main Methods:

  • A randomized trial involving first-grade students identified as at risk for reading and behavior problems.
  • Experimental group received secondary-level interventions: small-group (3-6 students) explicit, phonics-based reading instruction using evidence-based curricula and positive behavioral support (PBS).
  • Comparison group received conventional whole-group instruction with limited individualization and curricula lacking strong scientific evidence.

Main Results:

  • Students in the experimental group demonstrated significantly greater growth in reading skills compared to the comparison group.
  • First graders in the experimental group who did not show growth were primarily those with identified disabilities, behavioral risks, or who were English language learners.
  • The three-tiered model, early screening, and PBS were implemented in experimental schools but not in comparison schools.

Conclusions:

  • Secondary-level interventions, particularly small-group, explicit, phonics-based reading instruction, are effective for improving reading outcomes in at-risk first graders.
  • While interventions show promise, students with disabilities, behavioral risks, and English language learners may require additional or more intensive support.
  • The findings support the integration of evidence-based practices within a tiered prevention model to address early reading and behavior challenges.