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An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties

Department of Special Education at the University of Texas at Austin, Vaughn Gross Center for Reading and Language Arts at the University of Texas

Jack M. Fletcher

University of Houston

Jason L. Anthony

Developmental Pediatrics at the University of Texas Health Science Center at Houston

David J. Francis

Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston

To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1—2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and fluency skills. The decoding intervention was provided for 2 hours per day for 8 weeks and was based on the Phono-Graphix program. The fluency intervention followed the decoding intervention and involved 1 hour of daily instruction for 8 weeks based on the Read Naturally program. The 16-week intervention resulted in significant improvement in reading decoding, fluency, and comprehension. Although individual responses to the intervention were variable, 12 of the 27 students showed a significant response to these interventions. Students who had participated in previous Tier 1 plus Tier 2 interventions but remained impaired had a stronger response to intervention in the current study than students who had previously participated only in Tier 1 intervention and students who had not received prior intervention outside of special education.

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