Working with struggling readers is darn hard work. Progress is slow, and it takes an enormous amount of effort. Really concerted, dedicated, sustained effort. The students I work with usually make me want to bang my head against a wall out of frustration and leap across the room for joy, and that’s within a 45 minute tutoring session!
The Florida Center for Reading Research (FCRR) recently summarized K-3 intervention research. FCRR staff established criteria for selecting studies to include in their review; 12 studies ended up making the review and contributing to Extensive Reading Interventions in Grades K-3 . The report provides some guidance for people who work with struggling readers. I think it provides some insight into just what it takes to make a difference (and it’s a lot).
Among the findings:
(1) Low cost implementers (aka teacher aides) can be effective interventionists; all the programs they studied that relied on teacher aides used a well structured, written-for-them lesson plan. And included lots of training.
(2) Gains from interventions appear to be maintained over time (hooray!)
(3) All the interventions included attention to the big five areas of reading.
There are other findings too, but these are the most critical. There’s no one answer: no single intervention came out on top every time. There was no magic number of sessions (each study included at least 100 sessions. 4-5 times a week), total hours of intervention (range across these 12 studies was 25 to 173), or group size. Just a lot of darn hard work, and dedicated professionals.
NOTE: It’s a new year, and I feel like a curmudgeon writing this post. But I mean it in the spirit of: DON’T GIVE UP! WE CAN DO THIS! IT’S TOTALLY WORTH IT!
About the Author
Publication Date
January 9, 2008