Evaluation of a Low-Intensity Maintenance Strategy for Students Who Successfully Responded to Reading Intervention

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Evaluation and Instructional Interventions in Schools

Abstract

Although much is known about evidence-based reading interventions, less is known about ways to help students maintain a successful response to intervention. The current study reports findings from a randomized controlled trial of a brief intervention maintenance strategy for students in kindergarten, second, and third grade who participated in a reading intervention program. Participants included 530 students in kindergarten, second, and third grade from 76 schools in Minnesota who had responded successfully to the intervention. Results indicated a benefit to treatment assignment for kindergarten and third grade students but treatment effects were not observed for second grade students. Findings and study limitations will be discussed in terms of existing research and practice related to maintenance effects of educational interventions.

Authors

• David Parker, ServeMinnesota

• Peter Nelson, ServeMinnesota

• David Klingbeil, University of Texas at Austin