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Formulating Secondary-Level Reading Interventions

Kamps, D.; Greenwood, C.
This study examined the reading achievement of first grade students participating in secondary-level reading interventions in schools that employed positive behavior support (PBS), a three-tiered prevention model, and early screening for academic or behavioral problems. Secondary-level reading interventions in experimental schools consisted of either Reading Mastery, Proactive Reading, Programmed Reading, or Read Well, while traditional whole-group reading instruction occurred in comparison schools. Results indicate that the students in the experimental group demonstrated significantly higher growth rates in reading achievement than students who were in the comparison group. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery, Proactive Reading, Programmed Reading, Read Well, reading, positive behavior support, three-tiered model
Journal of Learning Disabilities
Design type:
Randomized Experiment
Fidelity monitored:
Students included:
Elementary Students, First Grade Students, At-Risk Students, English Language Learners (ELL)
Other tags:
Reading Mastery, Proactive Reading, Programmed Reading, Read Well, reading, DIBELS, positive behavior support, three-tiered model
Midwest, Elementary School
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