The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis

Swanson, Elizabeth; Stevens, Elizabeth A.; Scammacca, Nancy; Capin, Philip; Stewart, Alicia A.; Austin, Christy R.

doi:10.1007/s11145-017-9743-3

Cited by 25 publications

(35 citation statements)

References 59 publications

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“…Many children with lower levels of oral language ability will not qualify for speech-language therapy or specialist learning support so teacher implemented intervention may be the only intervention they receive. It is critical, therefore, to understand the impact of teacher-led instruction on their literacy learning needs (Swanson et al, 2017). This study focused on children's response to a 10-week class (or large group) intervention implemented by the class teacher.…”

Section: Introductionmentioning

confidence: 99%

“…The authors questioned, however, whether a similar intervention effect in phonological awareness could be obtained through a less intensive intervention model. Large group or class level interventions potentially provide an efficient way to advance literacy skills for children at higher risk as a first step within a multitier intervention approach (Swanson et al, 2017). It is important, however, to carefully examine how children with lower levels of oral language respond to class based interventions.…”

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confidence: 99%

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A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

et al. 2019

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This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ability. The children attended schools in low socioeconomic communities where additional stress was still evident 6 years after the devastating earthquakes in Christchurch, New Zealand in 2011. The teachers implemented the intervention at the class or large group level for 20 h (four 30-min sessions per week for 10 weeks). A stepped wedge research design was used to evaluate intervention effects. Children with lower oral language ability made significantly more progress in both their phonological awareness and targeted vocabulary knowledge when the teachers implemented the intervention compared to progress made when teachers implemented their usual literacy curriculum. Importantly, the intervention accelerated children's ability to use improved phonological awareness skills when decoding novel words (treatment effect size d = 0.88). Boys responded to the intervention as well as girls and the skills of children who identified as Māori or Pacific Islands (45.5% of the cohort) improved in similar ways to children who identified as New Zealand European. The findings have important implications for designing successful teacherimplemented interventions, within a multi-tier approach, to support children who enter school with known challenges for their literacy learning.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

et al. 2019

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“…To date, several meta-analyses have examined the effects of reading interventions for the general student population (e.g., Ehri, Nunes, Stahl, & Willows, 2001; Ehri, Nunes, Willows, et al, 2001; Scammacca, Roberts, Vaughn, & Stuebing, 2015; Suggate, 2016; Swanson et al, 2017; Wanzek et al, 2016). For example, Ehri, Nunes, Stahl, et al (2001) examined the effects of phonics interventions, where students were taught letter–sound correspondences in order to help them accurately decode words.…”

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confidence: 99%

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

2019

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Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

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“…In intervention research, the intervention being examined is often yoked to PD, particularly when the intervention is delivered by schoolteachers. In a recent meta-analysis and synthesis of 37 studies conducted between 2000 and 2015 investigating the efficacy of evidence-based practices delivered in the general education classroom (Swanson et al, 2017), 34 of the 37 studies described PD provided to teachers so that they could master using the instructional practices being studied. In these studies, authors chose to focus on the efficacy of the intervention with less attention to the role that PD played in the independent variable.…”

Section: Independent Variablementioning

confidence: 99%

The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

Swanson

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Stevens

et al. 2021

Exceptional Children

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This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development (RPD), school-supported professional development (SPD), or business as usual (BAU). Treatment teachers received 12 hr of professional development distributed over time and delivered a set of instructional practices for teaching vocabulary and comprehension embedded within 36 social studies lessons (45 min per lesson). Findings revealed that students with and without disabilities in classes assigned to STRIVE treatment (SPD and RPD) outperformed their peers in classes assigned to the BAU condition at a statistically significant level on measures of content knowledge and content vocabulary and a distal measure of vocabulary. STRIVE did not affect students with disabilities (SWDs) and without disabilities differentially on the measures of content knowledge and distal vocabulary, though effects sizes for non-SWDs in SPD and RPD were larger than those for SWDs.

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The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis

Cited by 25 publications

References 59 publications

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

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