Empowering Teachers with Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices during Third-Grade Reading Instruction
Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia; Flemming, Sarah Cole (2020). Journal of Positive Behavior Interventions, v22 n2 p78-92. Retrieved from: https://eric.ed.gov/?id=EJ1244466
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examining3Students, grade3
Practice Guide
Review Details
Reviewed: February 2024
- Practice Guide (findings for Instructional choice - Ennis et al. (2020))
- Single Case Design
- Meets WWC standards without 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
To view more detailed information about the study findings from this review, please download findings data here.
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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33% English language learners -
Female: 67%
Male: 33% -
Suburban
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South
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Race Black 67% Other or unknown 33% -
Ethnicity Hispanic 33% Not Hispanic or Latino 67% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study took place in three general education classrooms located in two public elementary schools in one large, suburban school district in the Southeastern United States.
Study sample
The study sample is 67% female, 67% Black, and 33% Hispanic. Thirty-three percent of students spoke English as a Second Language (ESL). Fiona was a Hispanic female with internalizing behavior patterns who was receiving English as a second language services as well as Tier 2 reading supports. Maricela was a Black female with both internalizing and externalizing behavior patterns receiving Tier 2 reading support. Oscar was a Black male with both internalizing and externalizing behavior patterns receiving Tier 2 reading support.
Intervention Group
The intervention took place during 15-minute reading rotations, for between seven and 15 sessions. Instructional choice involved the teacher creating a menu of choices, using the menu to determine which types of choice to add to a particular lesson, offering the established choices, asking the student to make a choice, providing time for the student to make a choice, observing the student’s response, prompting the student to make a choice if the student had not made a choice in the time allotted, providing the student with the option selected, and offering students an opportunity to give feedback on the choice they selected. For Oscar, maintenance data were collected three and five weeks after intervention completion.
Comparison Group
There is no comparison group for single-case designs. The baseline condition took place during 15-minute reading rotations, for five to eight sessions and the withdrawal phase lasted 5 to 6 sessions, depending on the student.
Support for implementation
The research team supported teachers' implementation of the intervention by developing training materials and providing a 45-minute training session for teachers. Researchers also provided teachers with two menus of choices: one for across-activity choices (e.g., task type, task order) and one for within-activity choices (e.g., task materials, task location). Teachers were able to select the menu of choices that best fit their classrooms.
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For more, please see the WWC Glossary entry for improvement index.
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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.
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A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
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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).