Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers

Abstract

This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers (n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 (n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring (n = 134) or to continue in Tier 1 (n = 78). Progress‐monitoring data were used to identify nonresponders to Tier 2 (n = 45), who were then randomly assigned to more Tier 2 tutoring (n = 21) or one‐on‐one Tier 3 tutoring (n = 24). Tutoring in Tier 3 was the same as in Tier 2 except for the delivery format and frequency of instruction. Results from a latent change analysis indicated nonresponders to Tier 1 who received supplemental tutoring made significantly higher word reading gains compared with controls who received reading instruction only in Tier 1 (effect size = 0.19). However, no differences were detected between nonresponders to Tier 2 who were assigned to Tier 3 versus more Tier 2. This suggests more frequent 1:1 delivery of a Tier 2 standard tutoring program may be insufficient for intensifying intervention at Tier 3. Although supplemental tutoring was effective in bolstering reading performance of Tier 1 nonresponders, only 40% of all Tier 2 students and 53% of Tier 2 responders were reading in the normal range by grade 3. Results challenge the preventive intent of short‐term, standard protocol, multitiered supplemental tutoring models.

Long-Term Effects of First-Grade Multitier Intervention

“…Gilbert et al (2013) also reported an increase in the proportion of students who could not read in the average range from the end of the study intervention (first grade) at the end of second and third grade. They reported 60% of first grade students with previous insufficient response who were provided continued Tier 2 read below the 30 th percentile (defined as reading below this cut point on timed and untimed real and pseudoword reading) by the end of third grade.…”

“…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).…”

What Is Intensive Instruction and Why Is It Important?

“…Yet these same researchers (as well as additional researchers) indicate that these interventions-even when implemented with fidelity-do not dramatically decrease the rate of inadequate responders to reading and mathematics programs. Further, the success rate of older students (Grades 4 and older) participating in Tier 2 type interventions is less than that of primary-grade students (e.g., Gilbert et al, 2013;O'Connor & Fuchs, 2013;Vaughn et al, 2010;Wanzek et al, 2013). Before discussing what often happens to the nonresponders to RTI's prevention efforts, let's consider prevention in the context of health care.…”

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

“…À ce stade, les recherches scientifiques sur l'optimisation des paliers I et II sont plus abondantes que sur celle du palier III (Al Otaiba et al, 2014;Gersten, Compton, Connor, Dimino, Santoro, Linan-Thompson et Tilly, 2009). 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).…”