Examining Immediate and Maintenance Effects of a Reading Intervention Package on Generalization Materials: Individual Verses Group Implementation

Evaluating contextually adapted reading interventions with third-grade, Costa Rican students experiencing significant reading difficulties

“…Difference scores were also determined between the student’s pre-test score and his or her reading of the passage approximately four days after the pre-test reading (i.e., retention gain). This procedure and use of immediate and retention WCPM gains is consistent with several past studies examining reading fluency interventions (e.g., Klubnik & Ardoin, 2010; Ross & Begeny, 2015).…”

“…For various reasons it was collectively decided that we should attempt to evaluate two versions of an intervention (a one-on-one and small-group version) that could specifically target students’ reading fluency and would adhere to previously described contextual factors. This evaluation also served to advance the small but growing body of work aiming to compare the relative effectiveness of similarly designed one-on-one versus small-group reading interventions (e.g., Klubnik & Ardoin, 2010; Ross & Begeny, 2015; Vaughn et al., 2003).…”

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

“…We know of only a small number of other studies (all conducted in the U.S., with English reading materials and assessments) that examined the relative effects of a reading intervention implemented in different student groupings (e.g., Begeny et al 2011;Klubnik and Ardoin 2010;Ross and Begeny 2011;Vaughn et al 2003). In each of those studies, participants benefitted significantly from small-group instruction that was otherwise comparable with one-on-one instruction, and the difference between small-group and one-on-one instruction was negligible.…”

“…Consequently, research comparing the effectiveness of interventions delivered individually versus in small groups is important, and some recent studies have shown the positive effects of small-group interventions designed to improve English-speaking students' reading fluency (e.g., Begeny et al 2009;Begeny and Martens 2006;Klubnik and Ardoin 2010). For example, Klubnik and Ardoin (2010) compared the effectiveness of a reading intervention package administered to English-speaking students individually and in trios and found parallel gains across the treatment conditions. Similarly, Ross and Begeny (2011) compared the effectiveness of a reading fluency intervention delivered individually or in small groups.…”

“…More specifically, the purpose of the current study was twofold and aimed to (a) evaluate the impact of reading-fluency interventions for Spanish-speaking students, and (b) extend research comparing the effectiveness of individual (teacher-student) instruction versus small-group reading-fluency instruction. The specific interventions described in this study were implemented because (a) the intervention components aligned well with participants' level of Spanish reading development and their reading needs; (b) the intervention components have demonstrated efficacy when implemented with English-speaking students at the same level of reading development (e.g., Begeny and Martens 2006;Klubnik and Ardoin 2010); (c) the interventions can be feasibly implemented in the context of most schools, particularly with training and/or support from educational support staff (e.g., special education teachers, school psychologists); and (d) a relative comparison of the two interventions allows practitioners to determine which intervention (one-on-one or small-group) should be implemented, given educators' limited time and resources. Thus, a foundational goal of this study was to evaluate and report the effects of two reading interventions that were implemented in Spanish and were feasible for educators to implement in the context of most schools.…”