The effects of theoretically different instruction and student characteristics on the skills of struggling readers

THIS STUDY investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for scriiggling readers in first grade, Further, it compared two supplemental interventions derived from distiiia theoretical orientations, examining them in terms of effects on academic outcomes and whether children's, characteristics were differentially related to an instructional intervention. One intervention (Proactive Reading) was aligned with behavioral theory and was derived from the mtxlel ot Direct Instruaion. The other intervention (Responsive Reading) was aligned with a cognitive theory and was derived from a cognitive-appretiticfship model. These interventions were provided to small groups of first-grade students at risk for reading difficulties. Students were assessed on various reading and reading-related measures associated with success in beginning reading. Results indicated that (a) first-grade students who were at risk for reading lailure and who received supplemental instruction in the Responsive or Proactive interventions scored higher on tneastires of reading and reading-related skills than students who received only enhanced classroom instruction, (b) enhanced classroom instruction appeared ro promote high levels of reading growth for many children at risk fot reading failure, (c) the two interventions were essentially equally effective even though they reflected different theoretical perspectives, and (d) children's characteristics did not differentially predict the eflecriveness of an intervention