Effects of tier 3 intervention for students with persistent reading difficulties and characteristics of inadequate responders.

Abstract

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also evaluated were cognitive characteristics of students with inadequate response to intensive Tier 3 intervention. Students were randomized to receive the research intervention (N = 47) or the instruction and intervention typically provided in their schools (N = 25). Results indicated that students who received the research intervention made significantly better growth than those who received typical school instruction on measures of word identification, phonemic decoding, and word reading fluency and on a measure of sentence- and paragraph-level reading comprehension. Treatment effects were smaller and not statistically significant on phonemic decoding efficiency, text reading fluency, and reading comprehension in extended text. Effect sizes for all outcomes except oral reading fluency met criteria for substantive importance; however, many of the students in the intervention continued to struggle. An evaluation of cognitive profiles of adequate and inadequate responders was consistent with a continuum of severity (as opposed to qualitative differences), showing greater language and reading impairment prior to the intervention in students who were inadequate responders.

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

“…These fi ndings further support previous work by Fletcher et al ( 2011 ) and Denton et al ( 2012 ) on the role of both linguistic and cognitive factors not just in word reading but also in word reading development. It seems that in Hebrew similar basic abilities are needed in order to improve reading abilities.…”

“…These studies identifi ed diffi culties with phonological awareness, rapid naming, vocabulary, and oral language skills, as the most consistent cognitive attributes of inadequate responders. In addition, Denton et al ( 2012 ) reported that measures of phonological awareness and language processing characterized children who did not benefi t from 2 years of intervention. Fletcher et al ( 2011 ) evaluated the cognitive attributes of fi rst grade students who responded adequately and inadequately to a Tier 2 reading intervention.…”

Long-Term Effects of First-Grade Multitier Intervention

“…As many as nine experimental or quasi-experimental RTI implementation studies have included Tier 3 intervention (Authors, in press; Beach & O'Connor, 2013; Denton, Fletcher, Anthony & Francis 2006; Denton, Tolar, Fletcher, Barth, Vaughn & Francis, 2013; Gilbert et al, 2013; O'Connor, Harty, & Fulmer, 2005; Vaughn, Wanzek, Linan-Thompson & Murray, 2007; Vaughn, Wanzek, Murray, Scammacca, Linan-Thompson, & Woodruff, 2009; Vellutino, Scanlon, Zhang & Schatschneider, 2008). Notably, these studies consistently included at least three of the five core components deemed essential for RTI implementation according to Gersten et al's (2009) Practice Guide for Response to Intervention (universal screening, progress monitoring, increasingly intensive tiers of intervention, and fidelity of implementation).…”

“…Denton and colleagues conducted two studies examining the effect of Tier 3 for primary grade students who had demonstrated inadequate response to well-implemented Tier 1 and Tier 2 in first grade (Denton, Fletcher, Anthony, & Francis, 2006; Denton et al, 2013). In the first study, Denton and colleagues located students who had not responded to an earlier first grade intervention (Mathes et al, 2005) and added additional students who were in second and third grade with similar reading scores; a total of 27 inadequate responders received intensive Tier 3 intervention (half had participated in the prior study and received Tier 1 or Tier 2 but half had not).…”

Le modèle de réponse à l’intervention et la prévention des difficultés d’apprentissage de la lecture au préscolaire et au primaire

“…Seules quelques études ont évalué l'effet du palier III à l'intérieur d'une même année scolaire, consécutivement aux paliers I et II (Al Otaiba et al, 2014;Fien, Smith, Smolkowski, Baker, Nelson, et Chaparro, 2015;Gilbert, Compton, Fuchs, Fuchs, Bouton, Barquero et Cho, 2013), et elles concernent typiquement les élèves de la maternelle à la 2 e année du primaire Toste, Compton, Fuchs, Fuchs, Gilbert, Cho, Barquero et Bouton, 2014). Les autres études ont surtout évalué l'effet du palier III après une année d'intervention aux paliers I et II (Denton et al, 2013). C'est dire que, dans l'état actuel des connaissances scientifiques, plusieurs questions restent encore ouvertes quant aux modalités optimales de chaque palier.…”