This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including…

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also…

Improving reading rate can be difficult for poor readers. In this experiment, we investigated the impact of improvement in reading rate on other aspects of reading, including word recognition, decoding, vocabulary, and comprehension. Poor readers in Grades 2 or 4 (N = 123) were randomly assigned to 1 of 3 conditions: practice reading text at their…

A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)