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
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.
Intervention
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.
People and institutions involved
IES program contact(s)
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.
Additional project information
Supplemental information
Co-Principal Investigators: Shapiro, Edward; Branum-Martin, Lee
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
