Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

Formulating Secondary-Level Reading Interventions

Kamps, D.; Greenwood, C.
Abstract:
This study examined the reading achievement of first grade students participating in secondary-level reading interventions in schools that employed positive behavior support (PBS), a three-tiered prevention model, and early screening for academic or behavioral problems. Secondary-level reading interventions in experimental schools consisted of either Reading Mastery, Proactive Reading, Programmed Reading, or Read Well, while traditional whole-group reading instruction occurred in comparison schools. Results indicate that the students in the experimental group demonstrated significantly higher growth rates in reading achievement than students who were in the comparison group. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2005
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery, Proactive Reading, Programmed Reading, Read Well, reading, positive behavior support, three-tiered model
Source:
Journal of Learning Disabilities
Design type:
Randomized Experiment
Fidelity monitored:
Yes
Students included:
Elementary Students, First Grade Students, At-Risk Students, English Language Learners (ELL)
Other tags:
Reading Mastery, Proactive Reading, Programmed Reading, Read Well, reading, DIBELS, positive behavior support, three-tiered model
Location/Setting:
Midwest, Elementary School

Research Article Request Button newsite3

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01