Examining the effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth-grade struggling readers

• Autores: Elizabeth A. Stevens, Sharon Vaughn, Elizabeth A. Swanson, Nancy Scammacca
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 86, Nº. 4, 2020, págs. 430-448
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • This article presents findings from a quasiexperimental study examining the effects of a Tier 2 intervention aligned to Tier 1 instruction, a nonaligned Tier 2 intervention, and a business-as-usual (BAU) comparison on the content knowledge, vocabulary, and reading outcomes of fourth-grade struggling readers. In the aligned condition, teachers were trained to provide content-area reading practices during social studies, and struggling readers from these classes received small-group intervention aligned to those practices, allowing for additional practice opportunities with feedback. Struggling readers in the nonaligned condition received the same small-group intervention, though they were not provided the comprehension practices during their Tier 1 social studies instruction. Students in the BAU received typical social studies instruction and typical intervention. Results yielded statistically significant, positive effects in favor of the aligned condition on proximal measures of content knowledge and vocabulary but no significant differences on standardized measures of reading comprehension and vocabulary.