Co-Principal Investigator(s): Denton, Carolyn

Purpose: In this project, researchers intended to study the implementation of two first grade reading interventions, Proactive Reading and Responsive Reading, both of which differ greatly in theory and instructional design. The expected outcomes of this project included an evaluation of the two reading interventions for young children from a large number of schools.

Structured Abstract

THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING

Research Design and Methods: In this 5-year project, researchers are studying the process of bringing to scale two empirically proven first-grade reading interventions that differ dramatically: (1) Proactive Reading and (2) Responsive Reading. Each intervention is offered daily in groups of 3 children for 40 minutes by certified teachers. The interventions were shown to be equally effective in a previous study conducted in six schools in a large urban city in Texas. The study is long range and is examining the life cycle of scaling up these interventions in 48 schools in 3 widely separated urban areas, with 4 cohorts of 432 first grade students who are highly diverse in economic status and ethnicity. Intervention teachers are being provided with differing models of ongoing professional development. During year 1, coaching materials, including a technology component, are being developed and piloted. The process of scaling and sustaining will be studied in years 2 through 5. The 48 schools are self-selected from the 2 interventions and then randomly assigned to 1 of 3 coaching conditions (on-site, technology based, or typical practice). The Grade 1 struggling readers within those schools are being randomly assigned to either receive Proactive/Responsive interventions or to the classroom condition only. In addition, the implementation of the two interventions is being studied along with factors within the school contexts that may influence the implementation of the two intervention approaches. Researchers are collecting and analyzing multiple measures of reading achievement, measures of reading growth across the academic year, observations of teachers' and coaches' ability to implement their respective interventions, surveys and questionnaires illuminating school contexts, and interviews of principals and teachers designed to identify barriers and facilitators of effective scaling. The expected outcomes of this project include an evaluation of the scale-up of two reading interventions for young children. Published research reports will become available.

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

WWC Review: Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M. (2010). Effectiveness of a supplemental early reading intervention scaled up in multiple schools. Exceptional Children, 76(4), 394–416. [WWC Review]

Select Publications:

Books

Denton, C.A., and Hocker, J.K. (2006). Responsive Reading Instruction: A Small-Group Reading Intervention for Students in Grade 1. Longmont, CO: Sopris West.

Hasbrouch, J.E., and Denton, C.A. (2005). The Reading Coach: A How-To Manual for Success. Longmont, CO: Sopris West.

Mathes, P.G, and Torgetson, J.K. (2005). Early Interventions in Reading, Level 1. Columbus, OH: SRA.

Journal articles

Denton, C.A. (2006). Responsiveness to Intervention as an Indication of Learning Disability. Perspectives, 32(1): 4–7.

Denton, C.A., Mathes, P.G., Swanson, E., Nimon, K., and Kethley, C. (2010). Effectiveness of a Supplemental Early Reading Intervention Scaled Up in Multiple Schools. Exceptional Children, 76(4): 394–416.

Denton, C.A., Swanson, E.A., and Mathes, P.G. (2007). Assessment-Based Instructional Coaching Provided to Reading Intervention Teachers. Reading and Writing, 20(6): 569–590.

Hasbrouck, J., and Denton, C.A. (2007). Student-Focused Coaching: A Model for Reading Coaches. The Reading Teacher, 60(7): 690–693.

** This project was submitted to and funded under the Interagency Education Research Initiative in FY 2003.