Validation of a supplemental reading intervention for first-grade children

Area of Science:

• Educational Psychology
• Developmental Psychology
• Literacy Studies

Background:

• Limited research exists on short-term supplemental reading interventions.
• Early identification and intervention are crucial for at-risk first-grade children facing reading difficulties.

Purpose of the Study:

• To validate a short-term supplemental reading intervention for at-risk first-grade students.
• To investigate the effectiveness of a brief intervention within a Response to Intervention framework.

Main Methods:

• An experimental design with 30 first-grade children randomly assigned to intervention or control groups.
• The intervention group received 16 hours of targeted reading instruction.
• Pre- and posttest data, growth measures, and parent/teacher ratings were analyzed.

Main Results:

• The short-term supplemental reading intervention demonstrated a significant positive effect on children's reading skills.
• Effectiveness varied across different reading measures.
• Parent and teacher ratings were found to moderate the intervention's significant effects.

Conclusions:

• A brief, supplemental reading intervention is a valid approach for students at risk of reading failure.
• Findings support the integration of such interventions into Tier 2 of a Response to Intervention model.
• Short-term interventions can be effective, offering a flexible option for early literacy support.