Advantages of Providing Structured Supplemental Reading Instruction to Kindergarteners At Risk for Failure in Reading

Abstract

This study compared the reading gains of Kindergarten students who were at risk for reading failure who were taught with either a structured supplemental reading program or with teacher-designed or teacher-selected instruction. The authors used a quasi-experimental design with preexisting groups to examine changes from pretest to posttest. Although both programs were effective in producing statistically significant improvements in word attack and phonemic awareness skills, results revealed a pattern of moderate differences favoring a structured supplemental program called the Early Reading Tutor. Furthermore, anecdotal information from questionnaires suggested that participating tutors who used Early Reading Tutor would recommend it to others and considered it an effective yet simple program to implement.

Keywords:

• at risk
• beginning reading
• explicit instruction
• intervention
• supplemental instruction

Additional information

Notes on contributors

Shawnna Helf

Shawnna Helf is an assistant professor of literacy education at Winthrop University. Her current research interests include early reading intervention, instructional design, and teaching efficiency.

Nancy L. Cooke

Nancy L. Cooke is an associate professor of special education at the University of North Carolina at Charlotte. Her current research interests are early reading intervention, instructional design, reading assessment, and schoolwide reading models.

Moira Konrad

Moira Konrad is an associate professor of special education at The Ohio State University. Her current research interests include self-determination, literacy, and instructional efficience.