Effects of the Interactive Strategies Approach—Extended: A Responsive and Comprehensive Intervention for Intermediate-Grade Struggling Readers

To implement Response to Intervention with intermediate-grade struggling readers, there is a need for interventions that are responsive to individual student needs, and sufficiently comprehensive to support the many dimensions of the reading process. This research examined the efficacy of such an in...

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Bibliographic Details
Published in:The Elementary school journal 2011-12, Vol.112 (2), p.280-306
Main Authors: Gelzheiser, Lynn M., Scanlon, Donna, Vellutino, Frank, Hallgren-Flynn, Laura, Schatschneider, Christopher
Format: Article
Language:English
Subjects:
Beginning reading
Effects
Elementary school students
Grade 4
Individualized Education Programs
Individualized Programs
Intermediate Grades
Intervention
Language comprehension
Pretests
Public School Teachers
Reading
Reading Comprehension
Reading Difficulties
Reading instruction
Reading Processes
Reading Strategies
Regression analysis
Response to Intervention
Social studies learning
Special education
Special Needs Students
Teachers
Vocabulary
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Summary:To implement Response to Intervention with intermediate-grade struggling readers, there is a need for interventions that are responsive to individual student needs, and sufficiently comprehensive to support the many dimensions of the reading process. This research examined the efficacy of such an intervention, the Interactive Strategies Approach—Extended (ISA-X), which was provided by public school teachers in a daily, one-to-one format to grade 4 struggling readers with individualized education programs. Half the students received the intervention in the fall semester while the others served as a wait-list control group who received the intervention in the spring. After the fall intervention, struggling readers had significantly higher scores than control students on measures of reading comprehension and accuracy; effects on New York State's high-stakes language arts assessment approached significance. Regression analyses showed significant intervention effects on measures of basic reading skills and social studies vocabulary; effects on a measure of fluency were not significant.
ISSN:0013-5984
1554-8279
DOI:10.1086/661525