Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?

Otaiba, Stephanie Al; Allor, Jill H.; Ortiz, Miriam; Greulich, Luana; Wanzek, Jeanie; Torgesen, Joseph K.

doi:10.1007/978-1-4899-7568-3_23

Cited by 10 publications

(13 citation statements)

References 56 publications

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“…Reading difficulties tend to be persistent, lead to LD identification, and are associated with long-term consequence (McLaughlin et al, 2014;NCES, 2015;O'Connor et al, 2014). Therefore, it is important that students receive instruction at the appropriate intensity level such as by having qualified professionals deliver instruction in small groups (Al Otaiba et al, 2016). Practitioners have turned to outside time, including summer school, to provide Tier 3 reading interventions as a supplement to other instructional support offered during the regular school year.…”

Section: Discussionmentioning

confidence: 99%

“…The natural variability in programming motivated the focus on better defining how instructors allocated their Tier 3 reading instructional time in DDPs. Intervention researchers have recommended that Tier 3 interventions provide intensive instruction in foundational skills such as word reading, phonics, and spelling (e.g., Al Otaiba et al, 2016;Blachman et al, 2004). On average across the 40 classes in 24 school districts, more time was spent in MF instruction than CF instruction.…”

Section: Discussionmentioning

confidence: 99%

“…When foundational skill instruction was provided, it tended to be in small groups where individualization and frequent feedback are more feasible. These are some of the markers of Tier 3 instructional intensity (Al Otaiba et al, 2016;Park et al, 2017). Unfortunately, more time in the DDPs was spent in whole-class (up to 15 students) than small-group instruction (up to five students).…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, research suggests that third graders not meeting grade-level reading benchmarks likely need intervention in phonics, spelling, and related foundational skills (Blachman et al, 2004). However, little research exists on teachers' implementation of these components (e.g., phonological awareness, phonics), particularly in Tier 3 intervention (Al Otaiba et al, 2016;Park et al, 2017;Walker & Stevens, 2017), but there is a particular lack of information about implementation in district-designed summer reading programs.…”

Section: Understanding Instructionmentioning

confidence: 99%

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Instruction in District-Designed Intensive Summer Reading Programs

Folsom

Reed

Aloe

et al. 2018

Learning Disability Quarterly

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This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were conducted near the beginning, middle, and end of the average 23 days of instruction, and analyzed to capture the proportion of time spent in various instructional groupings (e.g., whole class, small group) and components (e.g., phonological awareness, comprehension). Findings revealed that most time was spent in whole-class instruction, despite the need to offer students a more intensive intervention. Only two thirds of instructional time was spent specifically in reading-related activities. Approximately 30% of literacy instruction was code-focused (e.g., phonics), and 70% was meaning-focused (e.g., comprehension). The discussion addresses the alignment of observations with prior research on effective instruction and implications for designing future district-designed intensive summer reading programs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Understanding Instructionmentioning

confidence: 99%

See 2 more Smart Citations

Instruction in District-Designed Intensive Summer Reading Programs

Folsom

Reed

Aloe

et al. 2018

Learning Disability Quarterly

View full text Add to dashboard Cite

show abstract

“…There have also been a number of reviews and meta‐analyses about effective interventions, including a series of IES Practice guides (Gertsten et al., ; Connor, Alberto, Compton, & O'Connor, ) and others describing successful reading interventions (e.g., Al Otaiba, Allor, Ortiz, Greulich, & Wanzek, ; Wanzek & Vaughn, ; Wanzek, Al Otaiba, & Gatlin, ). Several studies have shown that many interventions consistent with the NRP () recommendations are effective for improving the reading outcomes of primary grade students with Autism Spectrum Disorder (ASD) (Whalon, Al Otaiba, & Delano, ), Behavior Disorder (BD) (Rivera, Al Otaiba, & Koorland, 2006), and Intellectual Disability (ID) (Allor, Mathes, Roberts, Cheatham, & Al Otaiba, ; Browder, Wakeman, Spooner, Ahlgrim‐Delzell, & Algozzine, ; Lemons, Mrachko, Kostewicz, & Paterra, ).…”

Section: Special Educators Need To Know How To Implement Data‐based Imentioning

confidence: 99%

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

Lemons

Otaiba

Conway

et al. 2016

New Directions for Child and Adolescent Development

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The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects. Implications for practice and next steps for research and policy are provided.

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Effects of a phonics intervention in a randomized controlled study in Swedish second‐grade students at risk of reading difficulties

Lindström‐Sandahl,

Elwér,

Samuelsson

et al. 2023

Dyslexia

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Teaching phoneme awareness to children at risk for early reading difficulties has been recognized as successful in several studies. In this randomized controlled trial (RCT)‐study, we add to this research by optimizing core procedural as well as teaching components in a phonics‐directed intervention and extend the RCT reading intervention research into a semi‐transparent language context. The aim of the present study was to evaluate the effects of a novel Swedish intensive phonics program. This randomized controlled pre‐test and post‐test intervention study targeted second‐grade students with early reading difficulties. Students were identified by a repeated screening procedure and allocated to intervention (n = 34) and control (n = 34) conditions. A 9‐week intensive phonics‐based program was administrated one‐to‐one, by special education teachers in Swedish mainstream elementary schools. Results show an improvement in the intervention group, compared with the controls on all outcome measures. Findings indicate that the supplementary phonics program, delivered with high intensity, can significantly increase word reading skills and reading comprehension in second‐grade students with early reading difficulties.

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Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?

Cited by 10 publications

References 56 publications

Instruction in District-Designed Intensive Summer Reading Programs

Instruction in District-Designed Intensive Summer Reading Programs

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

Effects of a phonics intervention in a randomized controlled study in Swedish second‐grade students at risk of reading difficulties

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