1 Reading Intervention After Grade 1: Serving Maximum Numbers of Struggling Readers Effectively

2 University of Utah Reading Clinic Appalachian State University Kathleen J. Brown, Darrell Morris, Matt Fields, Stacey Lowe, Debbie Skidmore, Debbie Van Gorder,Connie Weinstein

3 Theoretical Framework n Virginia Model of Intervention: Early Steps = effective for at-risk G1 students in embedded, implicit, and explicit code classrooms Next Steps = effective for struggling G2-3 students when delivered by volunteers (Brown et al., 2000; Morris, Shaw, & Perney, 1990; Morris, Tyner, & Perney, 2000; Santa & Hoien, 1999)

4 Theoretical Framework n Virginia Model of Intervention: –guided instructional level –systematic, isolated code instruction –fluency instruction –1-on-1 format (Brown et al., 2000; Morris, Shaw, & Perney, 1990; Morris, Tyner, & Perney, 2000; Santa & Hoien, 1999

5 Research Questions: n Replication of Morris et al., (1990) Is Next Steps effective for struggling readers above G1? n Extension of Morris et al., (1990) Can Next Steps be delivered effectively by non-certified educators, who are supervised by an intervention specialist?

6 Method n N = 81 G2-G6 students from 8 Title 1 schools n 39% ethnic minority; 46% free or reduced lunch; 23.5% ELL n NS and Control students equivalent at baseline; reading level = “primer”

7 Method n Next Steps Intervention (Tx) – 1-on-145 min. 2x per week – guided reading at instructional level – word study – fluency training (rate + accuracy) n Title 1 Intervention (Control) – min. daily small group, – reinforce Open Court

8 Method n Assessment Data Sources –NSSI Passage Reading & Word Recognition 90% accuracy, grade level rate, comprehension –WRMT (Woodcock Reading Mastery Test) n ANCOVA –Pretest scores used as covariates –Analyses: Next Steps Treatment vs. Control Certified vs. Non-Certified Instructor Non-Certified Instructor vs. Control

9 Research Questions: n Replication: Is Next Steps effective for struggling readers above G1?

10 Results: Treatment vs. Control a early G2+ b late G1+

11 Passage Reading Level Coding Pre-Primer Reading Level Primer 1.2 (late G1) 2.1 (early G2) 2.2 (late G2) Code #

12 Results: WRMT Percentiles

13 Results: WRMT Percentiles

14 Discussion n Next Steps is effective at helping struggling readers above G1--even in Open Court classrooms n Next Steps students gained approximately 1 year’s’ growth in reading ability in only 45 sessions n Contrast this with control students who gained approximately 1/2 year’s growth in over 100 sessions

15 Research Questions: n Extension: Can Next Steps be delivered effectively by non-certified educators, who are supervised by an intervention specialist?

16 Results: Non-Certified vs. Control a almost early G2 b late G1+

17 Results: Non-Certified vs. Teachers a almost early G2 b middle G2

18 Discussion n Next Steps can be delivered effectively by non-certified educators –with supervision from intervention specialist n Next Steps students tutored by non-certified educators outperformed control students on all measures--except word attack n Only significant difference between certified & non-certified NS students = word attack –exception may be due to teacher expertise & Open Court phonics strand

19 Discussion n What makes Virginia model effective? –1-on-1 –targets reading instructional level –systematic, isolated decoding instruction –fluency work –pacing: “raise the bar” asap –time on task (packed 45 min.)

20 Discussion n What accounts for effectiveness of non-certified personnel? –all participants supervised by IS –high experience level –practicum model = ongoing mentoring modeling observation feedback