WWC review of this study

Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Randomized Field Trial with Paraeducator Implementers

Vadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A. (2006). Journal of Educational Psychology, v98 n3 p508-528. Retrieved from: https://eric.ed.gov/?id=EJ742197

  • Randomized Controlled Trial
     examining 
    67
     Students
    , grade
    K

Reviewed: November 2021

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Alphabetics outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Wide Range Achievement Test- Revised (WRAT-R): Spelling subtest

Foundational Skills to Support Reading for Understanding vs. Business as usual

0 Days

Full sample;
67 students

28.00

14.00

Yes

 
 
22
 

Comprehensive Test of Phonological Processing (CTOPP)- Composite score

Foundational Skills to Support Reading for Understanding vs. Business as usual

0 Days

Full sample;
67 students

88.00

85.00

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Foundational Skills to Support Reading for Understanding vs. Business as usual

0 Days

Full sample;
67 students

21.00

20.00

No

 
 
5
Reading Comprehension outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Woodcock Reading Master Test, Revised - Passage Comprehension

Foundational Skills to Support Reading for Understanding vs. Business as usual

0 Days

Full sample;
67 students

89.00

87.00

No

--
Reading Fluency outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Average of Woodcock Reading Mastery Test Word Attack and Word Identification subtests

Foundational Skills to Support Reading for Understanding vs. Business as usual

0 Days

Full sample;
67 students

98.00

90.00

Yes

 
 
33
 

Words correct per minute

Foundational Skills to Support Reading for Understanding vs. Business as usual

0 Days

Full sample;
67 students

6.00

2.00

Yes

 
 
29
 

Average of Test of Word Reading Efficiency Phonemic Decoding and Sight Word Efficiency standard scores

Foundational Skills to Support Reading for Understanding vs. Business as usual

0 Days

Full sample;
67 students

93.00

90.00

Yes

 
 
19
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 25% English language learners

  • Female: 42%
    Male: 58%

  • Urban
  • Race
    Other or unknown
    92%
    White
    8%

Setting

Nineteen full-day kindergarten teachers in nine elementary schools were asked to identify students who would benefit from intensive additional reading instruction (p.510).

Study sample

The intervention group included 36 participants (26 males and 10 females), 92 percent were members of racial and/or ethnic minority groups, 33 percent were eligible for Title I services, 25 percent were English-as-a-second-language (ESL) students, and 22 percent were special education students. The comparison group included 31 participants (13 males and 18 females), 81 percent were members of racial and/or ethnic minority groups, 32 percent were eligible for Title I services, 26 percent were ESL students, and 3 percent were special education students.

Intervention Group

The intervention focused on supporting students in the development of receptive language, alphabetic knowledge, phonological awareness, reading accuracy, reading efficiency, oral reading fluency, developmental spelling, and reading comprehension. Students received one-on one tutoring 4 days per week, 30 minutes per day, for 18 weeks. A total of 62 scripted lessons were provided to the paraeducators. The mean number of instructional sessions was 55 and the mean number of lessons completed was 47. (Although the lessons were designed to be completed in 30 minutes, the instructors adjusted the pacing of each lesson to accommodate individual students; the instructors’ adjustments account for the disparity between the number of instructional sessions and the number of completed lessons.)

Comparison Group

In the comparison condition, students received business-as-usual instruction, which included instruction in reading, primarily emphasizing phonics and structural analysis.

Support for implementation

Paraeducators who implemented the instruction received an initial 4-hour training provided by two of the researchers. Trainers described the lessons and modeled paraeducator–student behaviors, interactions, errors, and error-corrections strategies. Trainees then practiced in pairs while the researchers observed and provided feedback. Paraeducators also received a handbook for reference, and were given follow-up training throughout the intervention. Paraeducators with limited experience or low fidelity scores at the outset received additional training from the researchers.

Reviewed: June 2016

Meets WWC standards without reservations


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.
 

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