Poster #130 - Enhanced Core Reading Instruction (ECRI) for Students At Risk for Reading Disabilities: Effectiveness Replication Study Findings

• In Event: Saturday Poster Luncheon

Abstract

Context: About one-third of 4th students cannot read at a basic level; access to effective literacy instruction is particularly limited for minority students and students with learning disabilities (Ellis et al., 2023). Recent emphasis on the science of reading (SoR; Duke & Cartwright, 2021; Shanahan, 2020) provides impetus for prioritizing foundational reading skills. 

Intervention and Study Design: Enhanced Core Reading Instruction (ECRI) is an intervention for K-2 students aligned with structured literacy principles and SoR that has shown positive impacts (Authors, 2015a, 2015b, 2016). The current effectiveness replication study is the first to evaluate ECRI under routine implementation conditions. We use a cluster RCT to examine ECRI’s implementation and impacts on the foundational reading skills of first-grade students with or at risk for reading disabilities.  

Participants: 57 schools participated" 20 schools from Mid-Atlantic participated in SY2022-23 and SY2023-24; 29 from Mid-Atlantic, Midwest, and Northwest participated in SY2024-25 and SY2025-25; and 8 schools from Midwest participated in SY2025-26 only. Combined, we conducted universal screening on N = 6,186 first-grade students. Students eligible for Tier 2 intervention (i.e., scored above the 10th, below the 40th percentile) formed the analytic sample (N = 1,223; 20%). 

Data Collection: SY2025-26 will conclude in May. To date, we have collected: N = 191 (65% response rate) teacher/interventionists surveys to understand their implementation and perception of ECRI; N = 184 (48%) periods of observations of Tier 1 and Tier 2 instruction, with 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 two WRMT-III subtests, and administrative records. Interrater reliability ranges 0.68-1.00 across subtests. 

Preliminary Findings: We present combined findings from the first three years. We base student-level findings on 817 students in the analytic sample from whom we have baseline and endline data. Findings on the complete dataset will be available by summer.  

Teachers implemented ECRI with strong fidelity (M = 0.88 on 0-1 scale). Observations suggest a positive, statistically significant difference in favor of ECRI on the classroom management scale. ECRI classrooms provide more explicit instruction (M = 0.66 ECRI; M = 0.42 comparison) in four skills: phonemic awareness, alphabetic principle, word reading, and reading connected text. There are statistically significant differences in student-teacher interactions: more group response, less covert response in ECRI classrooms. Surveys suggest ECRI teachers more strongly adhere to the provided program (e.g., ECRI), found it more desirable and professional development more helpful .  

Results of preliminary analyses that control for baseline DIBELS and WRMT scores and student covariates provide positive signals of ECRI effects on our primary study outcomes. Results for WRMT Word Identification is statistically significant (coefficient = 0.21; SE = 0.09; p = 0.02); results for WRMT Word Attack is approaching marginal significance (coefficient = 0.14; SE = 0.09; p = 0.13). For the former, the estimated effect is equivalent to the median ECRI student outperforming 56% of comparison group students.

Author

• Elaine Lin Wang, RAND Corporation
  Presenting Author