Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade.
Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A. (2007). American Educational Research Journal, 44(2), 414–448. Retrieved from: https://eric.ed.gov/?id=EJ782099
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examining134Students, grade1
Practice Guide
Review Details
Reviewed: March 2023
- Practice Guide (findings for Reading Rescue (RES))
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a quasi-experimental design with cluster-level inferences, in which the analytic intervention and comparison groups are shown to be equivalent.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
GMRT4 total |
Reading Rescue (RES) vs. Business as usual |
0 Days |
Full sample;
|
47.50 |
38.70 |
Yes |
|
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Urban
Study Details
Setting
The RES intervention was delivered in an individual format.
Study sample
Participants were language minority first grade students. They attended 5 low-SES urban public schools that implemented the RES tutoring intervention and 3 comparable schools that had not implemented RES. More than 90% of the students were form homes where Spanish was the first language. Almost all (95%) were low income, qualifying for free or reduced price lunch. Students in special education and those that did not have sufficient English or who were designated ELL were excluded from the study.
Intervention Group
"The RES intervention includes a scope and sequence of skills that RES tutors use to guide instruction; it is not scripted. In each session, the following components were taught: fluency; word analysis and comprehension; phonological awareness and word study; phonemic awareness; writing to develop phonological awareness, phonics, and comprehension; and comprehension and vocabulary development with a new book. Children read fiction and nonfiction books from the ""Ready Readers"" series. The intervention is a stand-alone intervention, implemented by tutors who were trained during 5-days of workshops. The tutoring lasts until children graduate from the program (dependent upon meeting several goals, not described in the current study). This study does not indicate how long each child was in the RES program (see pg. 424). It is not reported how long each session is. There is no home component. Formative assessment is used by the tutor to determine what to teach each child. This study also described a small group intervention that some control students received called ""Voyager Passport."" This group was not included in any outcomes that met standards. See page 425-426 of the study for a description of Voyager Passport."
Support for implementation
Tutors were trained by RES program staff. They received 5 days of workshops delivered at the schools. A school coordinator also served as a school resource and provided modeling, feedback, and support. Coordinators were tutors in their 2nd or 3rd year of implementation. RES program staff also provided ongoing training and technical assistance, as well as QA visits.
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
Review Details
Reviewed: June 2016
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Practice Guide- Quasi-Experimental Design
- Meets WWC standards with reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).