Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers

Abstract

Abstract This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers ( n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 ( n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring ( n = 134) or to continue in Tier 1 ( n = 78). Progress‐monitoring data were used to identify nonresponders to Tier 2 ( n = 45), who were then randomly assigned to more Tier 2 tutoring ( n = 21) or one‐on‐one Tier 3 tutoring ( n = 24). Tutoring in Tier 3 was the same as in Tier 2 except for the delivery format and frequency of instruction. Results from a latent change analysis indicated nonresponders to Tier 1 who received supplemental tutoring made significantly higher word reading gains compared with controls who received reading instruction only in Tier 1 (effect size = 0.19). However, no differences were detected between nonresponders to Tier 2 who were assigned to Tier 3 versus more Tier 2. This suggests more frequent 1:1 delivery of a Tier 2 standard tutoring program may be insufficient for intensifying intervention at Tier 3. Although supplemental tutoring was effective in bolstering reading performance of Tier 1 nonresponders, only 40% of all Tier 2 students and 53% of Tier 2 responders were reading in the normal range by grade 3. Results challenge the preventive intent of short‐term, standard protocol, multitiered supplemental tutoring models.