Effects of congruence in title I reading using PUSH‐UPS, a story previewing technique

Abstract

Compensatory reading lessons have been criticized for lacking congruence with the regular reading program. PUSH‐UPS, a story previewing strategy, was developed to align Title I lessons in a pullout setting with the developmental reading program. The effects of PUSH‐UPS and No PUSH‐UPS on decoding, vocabulary knowledge, and story recall were analyzed using an adapted alternating treatments design with five third‐grade subjects. During the PUSH‐UPS intervention, decoding ability increased for four of the five students. Improved recall occurred for all of the students when results were analyzed by story readability, levels. Effects on vocabulary knowledge were demonstrated for two of the subjects. Quantitative and qualitative results suggest promise for using PUSH‐UPS to supplement a regular reading program when compensatory lessons are warranted.