Document Type
Article
Journal/Book Title/Conference
The Elementary SchoolJournal
Volume
111
Issue
4
Publication Date
2011
First Page
641
Last Page
661
Abstract
Two experimental studies at one urban middle school investigated the effects of the combination of Tier I and Tier II evidence-based reading instruction compared to Tier I alone on struggling sixth-grade readers (N = 109). All participants received free or reduced-price lunch, and 95% were considered English learners at some point in their school history. In both studies, Tier II intervention consisted of intensive instruction in word analysis, fluency building, comprehension, and vocabulary for 30 hours across 10 weeks. Results of both studies taken individually and combined indicated significant differences in favor of the intervention groups on oral reading fluency. The second study indicated significantly stronger performances for the intervention group on the Woodcock Reading Mastery Test—Revised (WRMT-R/NU) passage comprehension subtest. Tier II interventions and Response to Intervention (RTI) for older struggling readers are discussed related to educational implications and future research.
Recommended Citation
Graves, A. W., Duesbery, L., Pyle, N., Brandon, R., & McIntosh, A. (2011). Two studies of tier II literacy development: Throwing sixth graders a lifeline. The Elementary School Journal, 111(4), 641-661.
