Effective academic interventions in the United States: evaluating and enhancing the acquisition of early reading skills

By R. Good, Deborah C. Simmons, S. Smith. Educational & Child Psychology, 2019

204 citations recorded by the source corpus.

The alignment of assessment, intervention, and meaningful student outcomes is arguably one of the most exciting developments in school psychology. This linkage is especially apparent in the areas of early literacy where the convergence of three areas of research and development form a dynamic process of information and feedback to enhance the effectiveness of interventions in preventing and remediating reading problems for children in early elementary grades. In this article, we develop the rationale for early and intensive literacy intervention, review the major implications of the converging evidence in early literacy and reading acquisition, and propose mechanisms to enhance early literacy development through the strategic and timely linkage of assessment and intervention. The major areas of convergence from research regarding what to teach and how to teach it are presented. The contributions and role of assessment information in developing and providing effective beginning reading and early literacy interventions are described.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e1d965592a6a72c35ba756e77ca209bd331626a6

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In Developmental and Educational Psychology

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Citations in the corpus

Prevention and Intervention in Beginning Reading: Two Complex Systems (2001, background): “Early identiﬁcation should commence at the beginning of kindergarten and continue throughout the elementary grades and be carried out by screening students on target performance indicators that are aligned with benchmark goals (National Research Council, 1998; Good, Simmons, & Smith, 1998).”
Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill (2003, background): “Juel (1988) found that the probability of a poor reader in first grade remaining a poor reader at the end of fourth grade was .”
Kindergarten Reading Interventions for At-Risk Students: Twenty Year s of Research (2004, background): “In fact, the gap between good readers’ and poor readers’ abilities continues to grow as these students get older, thus, making it more difficult to help the poor readers catch up by the end of first grade or beginning of second grade (Good et al., 1998).”
Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade (2009, background): “The foundation of an effective approach to prevent reading failure and disability is to target early literacy skills that are predictive of later reading success (Good et al., 1998; Torgesen, 1998, 2002).”
Characteristics of Children Who Are Unresponsive to Early Literacy Intervention (2002, background): “Good, Simmons, and Smith (1998), for example, have argued that an oral reading fluency rate of less than 40 words per min. at the end of first grade might be viewed as an important marker of unresponsiveness.”