A large body of research supports the efficacy of small group reading interventions for students in Grades K through 3. However, there are few studies evaluating the effects of supplemental Tier-2 intervention implemented within a response to intervention (RTI) or multitiered systems of support (MTSS) framework. The purpose of this study was to…

A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…

The present study used a randomized control trial to examine the effects of a widely-used multi-component Tier 2 type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…

We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment…

We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment…

In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…

Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…

A student's economic status can have a significant impact on reading achievement. Students classified as low-socioeconomic-status (low-SES) have been traditionally at risk for reading failure. With the passage of No Child Left Behind (NCLB) schools are required to use strategies and practices that have evidence supporting their effectiveness in…

This mixed methods study explores the pilot implementation of a Response to Intervention framework in the first grade classrooms in three urban schools. Two schools in a fully implemented condition (FI) with a facilitator and a partially implemented condition (PI) without a facilitator were investigated using student achievement data, field notes,…

Reading research indicates a student's academic achievement is connected to his or her reading ability (Tindall & Nisbet, 2010). Children do not have sufficient reading skills because they lack the literacy skills necessary to be successful readers. These fundamental areas include phonics, reading comprehension, fluency, alphabetic awareness,…

In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…

The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a…

School districts in the U.S. are mandated to identify young children with disabilities. Developmental screeners are typically used to screen for such skill deficits. Academic tests are used in older students. A significant challenge is identifying children with potential learning disabilities early in their school career. This study identifies a…

Closing the achievement gap in reading for struggling students is a goal that most urban schools are striving to achieve in this era of No Child Left Behind. Early intervention remains the best approach for successfully supporting those who struggle in the primary grades, but instruction must be targeted or matched to the assessed needs of the…

The purpose of this study was to document the relationship between two commonly-used indicators of reading proficiency (i.e., Oral Reading Fluency [ORF] and Retell Fluency [RTF]) and two reading outcome tests in the state of Montana. Third and fourth grade students were assessed over 1 school year (2005-2006). Each student was assessed at three…