Effects of targeting reading interventions: Testing a skill-by-treatment interaction in an applied setting

Abstract

The current study compared the reading growth of (a) students who received targeted interventions, (b) students who received typical school interventions, and (c) students who were proficient readers at the study’s onset. The participants were 1,513 students in first through fifth grades who attended one of three treatment schools or one of three control schools. Students who received a targeted intervention had higher adjusted mean growth scores from fall to winter than students who received the typical school intervention, after controlling for grade and free or reduced-price lunch status, but had relatively equal mean growth score as the proficient readers. The data supported previous research but found positive effects for interventions that were selected and implemented by school personnel in an applied setting.

Keywords:

• Multitiered systems of support
• reading intervention
• skill-by-treatment interaction

Additional information

Notes on contributors

Matthew Burns

Matthew K. Burns is the Herbert W. Schooling Faculty Member and professor of special education at the University of Missouri. His current research interests are skill-by-treatment interactions for reading and math, multitiered systems of support, and teams in education.

McKinzie Duesenberg-Marshall

McKinzie D. Duesenberg-Marshall is a Ph.D. student in school psychology at the University of Missouri. Her current research interests are data-based decision-making in school, multitiered systems of support, educational and community-based partnerships, and professional development.

Katya Sussman-Dawson

Katya Sussman-Dawson is a Ph.D. student in school psychology at the University of Missouri and a school psychologist with Special School District of St. Louis County. Her current research interests are multitiered systems of support, consultation, school climate and culture, and educational policy.

Monica Romero

Monica E. Romero is a Ph.D. student in school psychology at the University of Missouri. Her current research interests are early identification and intervention/assessments for Emergent Bilinguals, Latinx, and undocumented immigrant youths with academic difficulties, language development, bilingual school psychology training and practice, and family-school partnerships.

David Wilson

David J. Wilson is Director of Assessment, Intervention, and Data at Columbia Public Schools in Columbia, MO. His current research interests are data-based decision-making, systems change, coaching, and multitiered systems of support.

Melinda Felten

Melinda Felten is Assistant Director of Assessment, Intervention, and Data at Columbia Public Schools in Columbia, MO. Her current research interests are systems change, coaching, and multitiered systems of support.