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Intervention: Early Intervention in Reading®

References


Met WWC evidence standards

Taylor, B. M., Frye, B. J., Short, R., & Shearer, B. (1991). Early Intervention in Reading: Preventing reading failure among low-achieving first grade students. Minneapolis: University of Minnesota, Center for Urban and Regional Affairs and Office of the Vice President of Academic Affairs.

Additional sources:
Taylor, B. M. (2001). The Early Intervention in Reading Program (EIR®): Research and development spanning twelve years (Tech. Rep.). Boston: Houghton Mifflin Company.

Taylor, B. M., Short, R., Frye, B., & Shearer, B. (1992). Classroom teachers prevent reading failure among low achieving first-grade students. The Reading Teacher, 45 (8), 592–597.

Did not meet WWC evidence screens

Chard, D. J. (1997). Final evaluation report AY 1996-97: Early Reading Intervention Project, Springfield Public Schools, Springfield, Massachusetts. Retrieved from Houghton Mifflin Company, Education Place Web site: http://www.eduplace.com/intervention/readintervention/pdfs/springfield.pdf7

Taylor, B. M., Critchley, C., Paulsen, K., MacDonald, K., & Miron, H. (2002). Learning to teach an early reading intervention program through Internet-supported professional development. Retrieved from Early Intervention in Reading Program Web site: http://www.earlyinterventioninreading.com/pdfs/taylor_research2.pdf8

Taylor, B. M., Hanson, B. E., Justice-Swanson, K., & Watts, S. (1997). Helping struggling readers: Linking small-group intervention with cross-age tutoring. The Reading Teacher, 51 (3), 196–208. 9

Additional source:
Taylor, B. M., Watts, S. M., & Hanson, B. E. (1997). Teachers working together to help struggling readers: Linking second grade reading intervention with fourth grade tutoring in urban elementary school. (Available from Barbara Taylor, Ed. D., University of Minnesota, 1517 Goodrich Avenue, St. Paul, MN 55105)

Wing, M. A. (1994). The effects of a supplemental literacy program on students in a developmental first-grade classroom using cross-age tutors. Dissertation Abstracts International, 56 (01), 151A. (UMI No. 9514687)10

7 Confound: this study included EIR but combined it with another intervention so the analysis could not separate the effects of the intervention from other factors.
8 Confound: the intervention condition was largely assisted by an aide, while the control condition was not. Therefore, the study could not separate the effects of the intervention from the effect of aides.
9 Does not use a strong causal design: there was only one intervention and one comparison unit, so the analysis could not separate the effects of the intervention from other factors.
10 Does not use a strong causal design: for the sample of interest to this WWC review, there was only one intervention, so the analysis could not separate the effects of the intervention from other factors.