Applying a Teacher-Designed Response to Intervention to Improve theReading Among Struggling Third Grade Students

Abstract

This study sought to examine the effects of a teacher-designed, differentiated instructional model on the reading skills (i.e., fluency and vocabulary) of struggling third grade readers. Participants included eight struggling third grade students in the intervention classroom and a comparison group of eight struggling third grade students in a control classroom. Participants completed measures of reading comprehension, vocabulary, and oral reading fluency. Participants in both groups received core reading instruction (i.e., 90 minute instructional block). In addition, participants in the intervention group received an additional 20 minutes of individualized, intensive intervention focused on vocabulary and fluency. This was done one-on-one. Results indicated that the children in the intervention group outperformed those in the control group on summative measures. Implications for individualized instruction in classrooms is provided.