Study: 78767

Practice Guide

Review Details

Reviewed: November 2021

No statistically significant positive
findings

Meets WWC standards without reservations

For:

Practice Guide (findings for Reading intervention (Denton et al. (2008)))

Using:

Rating:

Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.

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

Passage reading fluency-oral outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Oral Reading Fluency (DORF)	Reading intervention (Denton et al. (2008)) vs. Business as usual	0 Days	Full sample; 38 students	48.93	47.92	No	--

Reading Comprehension outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Passage Comprehension Subtest: Woodcock-Johnson Tests of Achievement III	Reading intervention (Denton et al. (2008)) vs. Business as usual	0 Days	Full sample; 38 students	64.43	64.39	No	--

Word and pseudoword reading outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Woodcock-Johnson III Basic Reading Skills Cluster	Reading intervention (Denton et al. (2008)) vs. Business as usual	0 Days	Full sample; 38 students	75.12	72.06	No	--
Test of Word Reading Efficiency (TOWRE)- Sight Word Efficiency subtest	Reading intervention (Denton et al. (2008)) vs. Business as usual	0 Days	Full sample; 38 students	71.60	72.94	No	--

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.

58% English language learners
Female: 32%
Male: 68%
Urban
- B
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- F
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- I
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South, West

Race
Black		24%
Other or unknown		76%

Ethnicity
Hispanic		76%
Not Hispanic or Latino		24%

Study Details

Setting

The study was conducted with 38 students (20 in treatment and 18 in typical practice) with severe reading difficulties in grades 6-8 from one middle school in an urban school district in the Southwest region of the U.S.

Study sample

Forty percent of students in the intervention group identified as female while 22 percent of students in the comparison group identified as female. In the intervention group, 25 percent of students were Black and 75 percent were Hispanic. In the comparison group, 22 percent of students were Black and 78 percent were Hispanic. Eighty percent of students in the intervention group received special education services while 94 percent of students in the comparison group received special education services. Sixty percent of students in the intervention group and 56 percent of students in the comparison group were English learners.

Intervention Group

The study examined the effectiveness of a reading intervention for students struggling with reading. The intervention of focus was a multi-component reading intervention that targeted students’ reading fluency, comprehension, word identification, and spelling skills. This reading intervention was an adaptation of a phonics-based remedial program that incorporates practices for English learners, vocabulary instruction, and fluency and comprehension strategies. Students in the intervention group received support in small groups comprised of two to four students. One of two teachers delivered the intervention to each group; one teacher was a certified special education teacher with nine years of experience and the other teacher had experience with bilingual education. Teachers provided explicit and systematic instruction and aimed to individualize content as needed. The intervention focused heavily on phonics, word recognition, spelling, and fluency as a result of students’ reading needs; teachers devoted most lessons to explicit word-level instruction and reinforcement. Teachers integrated English as a second language strategies into their instruction, such as concrete examples and visuals. Their instructional sessions followed a two-day cycle, devoting alternate days to decoding (reading) and spelling. Over 13 weeks of the study, the teachers delivered 47-55 daily intervention sessions, each lasting approximately 40 minutes.

Comparison Group

Students in the comparison group received business-as-usual instruction, comprised of the standard remedial reading or special education instruction they received in their classes. Six teachers provided instruction to the comparison group.

Support for implementation

The two teachers who delivered the intervention received at least 10 hours of implementation training and ongoing support and supervision from a study author.

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

Review Details
Sample Characteristics

Review Details

Reviewed: April 2014

Meets WWC standards without reservations

For:

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide

Using:

Rating:

Meets WWC standards without reservations

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

Characteristics of study sample as reported by study author.

58% English language learners
Female: 32%
Male: 68%
Urban

Race
Black		24%

Ethnicity
Hispanic		76%

Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties [Reading intervention on word reading, comprehension, vocabulary, and fluency vs. business as usual]

Practice Guide

Review Details

Findings

Sample Characteristics

Study Details

Setting

Study sample

Intervention Group

Comparison Group

Support for implementation

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

Review Details

Findings

Sample Characteristics