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Early Intervention in Reading

From Research to Practice

California State University, Los Angeles, hmenzie{at}calstatela.edu

Jennifer N. Mahdavi

Sonoma State University

James L. Lewis

University of California–Riverside

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student progress and skill acquisition; (b) instruction was characterized by high intensity through the use of groups with a low student–teacher ratio; and (c) an explicit instructional approach was used for children who lacked phonemic awareness or an understanding of the alphabetic principle. Furthermore, teachers were supported in working collaboratively with one another and were provided with ongoing support from a literacy coach. Ninety percent of participants met or exceeded grade-level expectations by the end of the year, and 75% of treatment resisters were eligible for special education. Challenges related to implementation are discussed.

Key Words: small group instruction • response to intervention • reading disability • phonological skills

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