Journal of Learning Disabilities

 

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Journal of Learning Disabilities, Vol. 41, No. 2, 115-125 (2008)
DOI: 10.1177/0022219407313586

Intensifying Instruction

Does Additional Instructional Time Make a Difference for the Most At-Risk First Graders?

Beth A. Harn

University of Oregon, Eugene, bharn{at}uoregon.edu

Sylvia Linan-Thompson

University of Texas at Austin

Gregory Roberts

University of Texas at Austin

Research is clear on the benefit of early intervention efforts and the importance of intensive instructional supports; however, understanding which features to intensify is less clear. General intervention features of group size, instructional delivery, and time are areas schools can consider manipulating to intensify instruction. Also, each of these features can vary along a continuum making them easier or more challenging for schools to implement. What is unclear is if implementing very intensive interventions early in school (first grade), which require significantly more school resources, provides accordingly accelerated student learning. This article investigates the role of intensifying instructional time for the most at-risk first graders in schools implementing research-based instructional and assessment practices within multitiered instructional support systems. Results indicate that students receiving more intensive intervention made significantly more progress across a range of early reading measures. Intervention features, limitations, recommendations for practice, and implications for treatment resisters are discussed.

Key Words: intensifying instruction • reading instruction • instructional time • at-risk readers


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