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Journal of Learning Disabilities, Vol. 41, No. 2, 101-114 (2008)
DOI: 10.1177/0022219407313412

Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten

Two-Year Results for Secondary- and Tertiary-Level Interventions

Debra Kamps

Juniper Gardens Children's Project, University of Kansas

Mary Abbott

Juniper Gardens Children's Project, University of Kansas

Charles Greenwood

Juniper Gardens Children's Project, University of Kansas

Howard Wills

Juniper Gardens Children's Project, University of Kansas

Mary Veerkamp

Juniper Gardens Children's Project, University of Kansas

Jorun Kaufman

Juniper Gardens Children's Project, University of Kansas

This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based curriculum delivered in groups of one to six students during 30- to 40-min sessions a minimum of three times per week over a 2-year period. Outcome data were collected for early literacy skills, using the Dynamic Indicators of Basic Early Literacy Skills and Woodcock Reading Mastery Test, with comparisons across the different curricula. Results indicated that students in the more directed, explicit intervention groups generally out-performed students in the comparison group. Implications for future research and practice implementing schoolwide three-tier prevention models are discussed.

Key Words: reading intervention • reading curriculum • direct instruction


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