Description:

Previous Award Number: R324A120123
Previous Awardee: Lehigh University

Co-Principal Investigators: Shapiro, Edward; Branum-Martin, Lee

Purpose: The purpose of this project was to examine the efficacy of two versions of a fully developed and empirically supported peer-mediated, multi-component remedial reading program designed specifically for adolescents with reading disabilities. Many adolescents with reading disabilities read 4 to 6 years below grade level, score poorly on reading assessments, and show severe deficits in word recognition, reading fluency, and comprehension. Questions exist regarding the most effective way to provide remedial reading instruction for adolescents. Some researchers advocate for an instructional emphasis on phonological decoding, while others promote an emphasis on comprehension. This research team proposed to conduct a randomized controlled trial to explore the most effective and efficient means to develop reading skills of middle school students with reading disabilities. Both versions address deficits in phonological decoding, spelling, fluency, and comprehension skills. However, they differ in the amount of allotted instructional time devoted to phonological decoding or comprehension.

Project Activities:The research team planned to conduct a randomized controlled trial to evaluate the efficacy of two versions of a peer-mediated, multi-component remedial reading program designed specifically for sixth graders with reading disabilities—one with more time devoted to phonological decoding and another with more time on comprehension. Researchers also planned to examine whether any observed differences persisted in seventh and eighth grades.

Structured Abstract

THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING

Setting: The research project will take place in middle schools in Pennsylvania.

Sample: Approximately 720 sixth graders with reading disabilities from 72 middle school classrooms will participate in this research.

Interventions: This project proposes to contrast two versions of an intervention—the Reading Achievement Multi-Component Program. Both versions address deficits in phonological decoding, spelling, fluency, and comprehension skills. Students will receive 50 minutes of reading instruction every day during their designated remedial reading period over the course of 26 weeks for a total of 109 hours. However, they differ in the amount of allotted instructional time devoted to phonological decoding or comprehension. The Phonological Decoding version provides phonological instruction in isolation while providing combined instruction in comprehension, fluency, and spelling. Students will receive two consecutive days of phonological decoding instruction alternating with one day of comprehension, spelling, and fluency instruction. The comprehension, spelling, and fluency instruction lesson will be divided so that students receive 30 minutes of comprehension instruction, 10 minutes of spelling instruction, and 10 minutes of fluency instruction per session. This pattern will be repeated for the 26 weeks of program implementation, resulting in approximately 73 hours of phonological decoding instruction, 21.5 hours of comprehension instruction, 7.2 hours of spelling instruction, and 7.2 hours of fluency instruction. The Comprehension version provides comprehension instruction in isolation while providing combined instruction in phonological decoding, fluency, and spelling. Students will receive two consecutive days of comprehension instruction alternating with one day of phonological decoding, spelling, and fluency instruction. The phonological decoding, spelling, and fluency instruction lesson will be divided so that students receive 30 minutes of phonological decoding instruction, 10 minutes of spelling instruction, and 10 minutes of fluency instruction per session. This pattern will be repeated for the 26 weeks of program implementation, resulting in approximately 73 hours of comprehension instruction, 21.5 hours of decoding instruction, 7.2 hours of spelling instruction, and 7.2 hours of fluency instruction.

Research Design and Methods: A randomized controlled trial will be used to study the efficacy of the two reading interventions. Adolescents with reading disabilities will be randomized within schools to treatment or comparison conditions. The treatment classes at each school will then be randomly assigned to one of the two treatment conditions. Students will be assessed before, during, and immediately after intervention, and at the end of seventh and eighth grade. Information on the fidelity of intervention implementation will be collected.

Control Condition: Students in the business-as-usual condition will receive instruction typically provided by the schools.

Key Measures: Key outcomes include standardized and norm-referenced assessments of reading comprehension, fluency, spelling, listening comprehension, and vocabulary. The researchers will also collect observational data on fidelity of implementation and treatment dosage.

Data Analytic Strategy: Multi-level modeling will be used to estimate the effects of the two reading interventions on measures of reading comprehension, fluency, spelling, listening comprehension, and vocabulary immediately after the intervention ends. The team will also investigate whether any program effects observed are sustained 1 and 2 years after treatment.

Products and Publications

ERIC Citations:  Find available citations in ERIC for this award here.

Select Publications:

Chapman, L. A., Calhoon, M. B., & Krawec, J. (2018). Using cluster analysis to explore differences in the reader self-perceptions of adolescent struggling readers. Middle Grades Research Journal, 12(1), 39–49.