Authors: Case LP, Speece DL, Silverman R, Ritchey KD, Schatschneider C, Cooper DH, Montanaro E, Jacobs D
Title: Validation of a supplemental reading intervention for first-grade children
Source: Journal of Learning Disabilities 2010 43(5): 402-417
Year: 2010
Research Design: Randomised Controlled Trial
Rating Score: 05/10
This rating is confirmed
Eligibility specified - Y
Random allocation - Y
Concealed allocation - N
Baseline comparability - Y
Blind subjects - N
Blind therapists - N
Blind assessors - N
Adequate follow-up - Y
Intention-to-treat analysis - N
Between-group comparisons - Y
Point estimates and variability - Y

This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control conditions. Students in the intervention received 16 hours of instruction. Analyses of pre- and posttest data and growth measures suggest that short-term supplemental reading intervention had a significant effect on children's reading skills; however, effects were not consistent across measures. Parent and teacher ratings moderated significant effects. Findings support the validity of a brief intervention for students at risk for reading failure that may inform Tier 2 interventions within a Response to Intervention framework.

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