Effects of Tier I Differentiation and Reading Intervention on Reading Fluency,Comprehension, and High Stakes Measures |
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| Authors: | Ruth E Jefferson Christina E Grant Janay B Sander |
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| Institution: | 1. Department of Special Education, Ball State University, Muncie, Indiana;2. Department of Early Childhood and Elementary Education, Murray State University, Murray, Kentucky;3. Department of Educational Psychology, Ball State University, Muncie, Indiana |
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| Abstract: | This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction only. Significant group mean differences were found on four fluency-related measures, but not for three other measures. Non-significant mean score differences had moderate effect sizes in the direction of improved reading outcomes for the intervention group, including a statewide high stakes test (Hedges g = .41). Results suggest that the addition of evidence-based differentiated reading instruction is beneficial for Tier I. |
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