Volume 5, Issue 2 (Summer 2011)
Effects of Tier 1 Intervention on Letter–Sound Correspondence in a Response-to-Intervention Model in First Graders
Ryan P. Taylor, Yi Ding, Douglas Felt, and Dake Zhang
ABSTRACT: A Letter Cube Blending intervention from the Florida Center for Reading Research was used to develop and monitor a Tier 1 response-to-intervention model for letter–sound correspondence with 44 first graders. Student response to varying amounts of time in reading intervention for three separate first-grade classrooms in the same school was examined. Class 1 received 60 min, class 2 received 40 min, and class 3 received 20 min of intervention. Results indicated significant gains for readers in all three classes. Between-group differences of the intervention effects across the three classes were not statistically significant, although the pretest and posttest differences were statistically significant within each class. Class 3 students appeared to have the best skills in pretest measures compared to classes 1 and 2. However, a reversal was identified in posttest measures during which more students in class 3 lost ground in reading measures over time. Classes that implemented the intervention at or above 40 min per week eliminated students previously at risk on measures of nonsense word fluency. The developmental trajectory of low-risk, somerisk, and at-risk students supported the relative constancy of reading achievement regardless of varying amounts of intervention received. Implications for future research and practice within response-to-intervention models are provided.