|Title:||Project ECRI: Enhancing Core Reading Instruction in First Grade|
|Principal Investigator:||Fien, Hank||Awardee:||University of Oregon|
|Program:||Systems, Policy, and Finance [Program Details]|
|Award Period:||09/01/2009 – 08/31/2013||Award Amount:||$ 5,115,878|
|Type:||Efficacy and Replication||Award Number:||R324A090104|
Purpose: Primary- and secondary- reading instruction that is part of a Response to Intervention model is often delivered through a core reading program. Implementation of core programs can vary widely among teachers, and poor implementation may weaken the potential of the program to improve student outcomes. In addition, the core program alone may not be sufficient for addressing all of the needs of students who require more intensive secondary intervention. For these students, practitioners may purchase accompanying materials that often do not align well with the core program. Given the variation in implementation and lack of alignment across instructional materials, intervention provided to students who require secondary intervention may not be optimally effective. The researchers at the University of Oregon have developed an enhanced Response to Intervention system, called Enhancing Core Reading Instruction in First Grade, to improve implementation of high quality instruction and align instruction and intervention materials. In this project, researchers are testing whether this system improves reading instruction, increases reading achievement, and prevents reading problems and the misidentification of students with specific learning disabilities.
Project Activities: An efficacy evaluation of the Enhancing Core Reading Instruction in First Grade intervention will be conducted; schools will be randomly assigned to receive the intervention or serve as a comparison group. The Enhancing Core Reading Instruction in First Grade system includes (a) highly specified protocols intended to enhance instructional content and emphasis and (b) two years of intense and ongoing professional development on using the protocols. During the first year of intervention, first grade teachers will receive ongoing professional development on using enhanced lessons and maps that supplement the core reading program. Teachers will receive professional development on the use of progress monitoring data protocols during the second year of the intervention. Researchers will follow students into second and third grade. A series of analytic procedures, including hierarchical linear modeling, will be used to determine the efficacy of the intervention on students' reading proficiency.
Products: The products of this project include evidence of the efficacy of the Enhancing Core Reading Instruction in First Grade system, published reports, and presentations.
Setting: The research will occur urban and suburban schools in Oregon.
Population: High poverty and Title 1 schools in Oregon that have high proportions of English language learner and minority populations will be recruited. Approximately 44 schools will participate.
Intervention: The Enhancing Core Reading Instruction in First Grade intervention includes highly specified daily instructional protocols within the context of a core reading program. The protocols focus on two areas: (a) implementation of lesson maps and instruction template protocols and (b) implementation of protocols that focus on the use of student progress monitoring data to make ongoing instructional decisions. Teachers receive two years of intense and ongoing professional development on the protocols. During the first year of intervention, first grade teachers will implement the lesson and component maps and receive ongoing professional development on implementing these materials. Teachers will utilize protocols on use of progress monitoring data and receive ongoing professional development on these materials during the second year of the intervention.
Research Design and Methods: Schools will be randomly assigned either to receive the Enhancing Core Reading Instruction in First Grade intervention or to serve as a comparison group. Researchers will follow students into second and third grade to determine the long-term efficacy of the intervention.
Control Condition: In the comparison condition, schools will implement their usual services.
Key Measures: Data on students' word reading skills, reading fluency, reading comprehension, overall reading proficiency, and receptive vocabulary will be collected. In addition, researchers will collect data on intervention fidelity and relative strength and teachers' knowledge of reading instruction.
Data Analytic Strategy: A series of analytic procedures, including hierarchical linear modeling, will be used to determine the efficacy of the intervention.
Journal article, monograph, or newsletter
Baker, D. L., Burns, D., Kame'enui, E., Smolkowski, K., and Baker, S.K. (2016). Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?. Learning Disabilities Quarterly, 39(4): 226–239. doi:10.1177/0731948715616757
Baker, S. K., Smolkowski, K., Chaparro, E. A., Smith, J. L. M., and Fien, H (2015). Using Regression Discontinuity to Test the Impact of a Tier 2 Reading Intervention in First Grade. Journal of Research on Educational Effectiveness, 8(2): 218–244. doi:10.1080/19345747.2014.909548 Full text
Baker, S.K., Fien, H., and Baker, D.L. (2010). Robust Reading Instruction in the Early Grades: Conceptual and Practical Issues in the Integration and Evaluation of Tier 1 and tier 2 Instructional Supports. Focus on Exceptional Children, 42(9): 1–20.
Baker, S.K., Smolkowski, K., Chaparro, E.A., Fien, H., and Smith, J.L.M. (in press). Closing the Gap in Reading Achievement: Using Regression Discontinuity to Test the Impact of a Tiered System of Reading Instruction and Intervention. Journal of Research on Educational Effectiveness.
Fien, H., Smith, J., Smolkowksi, K., Baker, S. K., Nelson-Walker, N. J., and Chaparro, E. (2014). An Examination of the Efficacy of a Multi-Tiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties. Journal of Learning Disabilities. doi:10.1177/0022219414521664
Nelson-Walker, N.J., Fien, H., Kosty, D.B., Smolkowski, K., Smith, J., and Baker, S. (2013). Evaluating the Effects of a Systematic Intervention on First Grade Teachers' Explicit Reading Instruction. Learning Disabilities Quarterly, 36(4): 215–230. doi:10.1177/0731948712472186
Smith, J. L. M, Nelson, N. J., Fien, H., Smolkowski, K., Kosty, D. and Baker, S. K. (2016). Examining the Efficacy of a Multitiered Intervention for At-Risk Readers in Grade 1. The Elementary School Journal, 116(4): 549–573. doi:10.1086/686249
Smith, J.L.M, Nelson-Walker, N.J., Fien, H., Smolkowski, K., and Baker, S.K. (in press). Efficacy of a Multi-Tiered Reading Intervention in First Grade and Predictors of Differential Response: A Clustered, Randomized Controlled Trial. Elementary School Journal.