Child Care and Early Education Research Connections

Skip to main content

A diagnostic teaching intervention for classroom teachers: Helping struggling readers in early elementary school

Share
Description:
With the advent of "Response to Intervention" there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non-struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one-on-one sessions in the classroom. Intent-to-treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. Discussion focuses on the use of classroom teachers to prevent reading disabilities. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

A “library school:” Building a collaborative preschool‑library partnership to support whole family engagement

Reports & Papersview

Preschool teachers’ selection of social communication interventions for children with autism: An application of the theory of planned behavior

Reports & Papersview

Early childhood educators’ perceptions of inclusion for children with autism spectrum disorder

Reports & Papersview
Release: 'v1.8.0' | Built: 2022-05-10 15:16:14 EDT