Poster #19 - What Works for Beginning Readers With Individualized Education Programs for Reading? Report From a Three-Year Development Project

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-2 - Reading, Literacy, and Language Supports for All

Abstract

We manipulated five instructional components, frequency of lessons, and amount of instructional time per week, to determine which arrangement of features led to the best student growth over a three- year study. Three cohorts of special education teachers delivered the intervention. We found that: (1) writing and word work were associated with lower outcomes during Year 1; (2) taking a running record, fluency instruction, and introducing a new book were associated with the highest growth in multiple years; (3) and a greater number of lessons per week and more time per lesson were related to greater student growth. We discuss issues with modifying an intervention based on small yearly sample sizes given that results were inconsistent across the study.

Authors

• Emily M. Rodgers, The Ohio State University

• Jerome V. D'Agostino, The Ohio State University