Poster #32 - Effectiveness of Enhanced Core Reading Instruction for Students At Risk of Reading Disabilities: Years 1-3 Findings

• In Event: Saturday Poster Luncheon

Abstract

Context: Reading achievement declined drastically during the COVID-19 pandemic (Bailey et al., 2021). Closing the gap and accelerating learning has been a priority; it is essential to identify and implement evidence-based programs and interventions. Recent emphasis on the science-of-reading (Duke & Cartwright, 2021; Shanahan, 2020) provides further impetus.

Intervention and Study Design: Enhanced Core Reading Instruction (ECRI) is an intervention for K-2 students aligned with structured literacy principles and the science of reading that has shown positive impacts (Authors, 2015a, 2015b, 2016). The current effectiveness replication study is the first to evaluate ECRI under routine implementation conditions and in post-COVID context. We use a cluster randomized controlled trial to examine ECRI’s implementation and impacts on the foundational reading skills of first-grade students with or at risk for reading disabilities. We enrolled two cohorts of schools. Each participates for two years.

Participants: Cohort 1 comprised 20 schools. Over two years, we conducted universal screening of foundational reading skills on N = 2735 first-grade students. Students eligible for Tier 2 intervention (i.e., scored above the 10th but below the 40th percentile) formed the analytic sample (N = 532; 19%). Cohort 2 comprise 29 schools (1508 students screened, 292 identified for intervention). 

Data Collection: SY2022-23 and SY2023-24 data are complete. SY2024-25 data collection will conclude in May. We have collected:

·      N = 127 Teacher/interventionists survey to understand implementation and perception of reading instruction.

·     N = 40 Tiered Fidelity Inventory for Reading (St. Martin et al., 2015), which measures the extent to which school personnel implement essential features of an intervention. 

·    N = 139 Observations of Tier 1 and Tier 2 instruction. Instruments consist of one measure of fidelity to ECRI and three measures on the use of evidence-based practices (Authors, 2009; 2013; 2015; 2016; Smolkowski & Gunn, 2012).

For the impact study, we collected pre- and post-test data using three DIBELS 8 and four WRMT-III subtests, and administrative records. 

Preliminary Findings: We present findings based on data from SY2022-23 and SY 2023-24. In fall 2025, data from SY2024-25 will be pooled, providing more power to detect effects. 

ECRI was implemented with strong fidelity (M = 0.87 on 0-1 scale). Observations suggest a positive, though not statistically significant, difference in favor of ECRI on general features of instructional quality (e.g., learning environment, classroom management). ECRI classrooms provide statistically significantly more explicit instruction in alphabetic principle, reading connected text, vocabulary, and comprehension strategy than control classrooms. There are statistically significant differences in student-teacher interactions; more group response, less covert response in ECRI classrooms. Survey responses suggest ECRI teachers more strongly adhere to the provided program, find it more desirable and professional development more helpful compared to control school teachers.  

Results of analyses that control for baseline DIBELS and WRMT scores provide positive signals of ECRI effects on foundational reading outcomes, though these are not (yet) statistically significant. For WRMT Word Identification subtest, the estimated effect is equivalent to the median ECRI student outperforming 56% of comparison group students. For Word Attack, it is 57%.

Author

• Elaine Lin Wang, RAND Corporation
  Presenting Author