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Promising Program Seal

SRA Early Interventions in Reading

Blueprints Program Rating: Promising

A supplement to regular reading instruction delivered to elementary school children with Intellectual Disability to develop reading and writing skills that should enable greater academic achievement later in school.

Program Outcomes

  • Academic Performance

Program Type

  • Academic Services
  • School - Individual Strategies

Program Setting

  • School

Continuum of Intervention

  • Selective Prevention (Elevated Risk)

Age

  • Late Childhood (5-11) - K/Elementary

Gender

  • Male and Female

Race/Ethnicity

  • All Race/Ethnicity

Endorsements

  • Blueprints: Promising

Program Information Contact

Contact for Materials or Sales Rep: 
McGraw-Hill Education
www.mheducation.com/prek-12/program/MKTSP-UTU01M0.related.html

Contact for Training:
The Institute for Evidence-Based Education
Southern Methodist University
PO Box 750381
Dallas, TX 75275-0381
Email: iebe@smu.edu  
Phone:  214-768-8400
Fax:  214-768-8700
Web: www.smu.edu/evidencebasededucation  
Web:  www.smu.edu/Simmons/Research/IEBE

Program Developer/Owner

  • Jill Allor
  • Simmons School of Educ. Human Development

Brief Description of the Program

The daily, school-based intervention for elementary school children with Intellectual Disability is delivered as a supplement to the regular reading instruction in small groups (1 to 4 people) by highly trained teachers over the course of 4 years. For 40 to 50 minutes per day, children receive comprehensive reading instruction that progresses at their own pace, moving from word recognition and other word-level activities (e.g., phonological awareness, letter sounds, “sounding out” words) to fluency and comprehension. Lessons are aligned so that each level of reading increases gradually in complexity throughout the curriculum. In the final year of the intervention, supplemental practice is added to the teacher-led sessions, where students are provided with materials (e.g., word cards, small readers, activity pages) and encouraged to play reading games with others or read aloud with someone else, such as a family member or higher-performing peer.

See: Full Description

Outcomes

Relative to controls, children participating in the 4-year intervention improved outcomes measuring:

  • phonological processing.
  • vocabulary.
  • phonemic decoding.
  • word identification and fluency.

Risk and Protective Factors

Protective Factors
  • School: Instructional Practice

See also: SRA Early Interventions in Reading Logic Model (PDF)

Training and Technical Assistance

Training is available from Southern Methodist University, Institute for Evidence Based Education. The initial two-day training is conducted in the early fall prior to starting Book A. In late fall, a one-day training is conducted to cover Book B. In early spring, a one-day training is conducted prior to beginning Book C. Training costs $2,000 per day plus travel. Thus, the total costs for training would be $8,000, plus travel costs for 3 trips.

Contact: www.smu.edu/Simmons/Research/IEBE
Additional website address:  www.smu.edu/Simmons/Research/IEBE/CustomTraining

Training may also be availabe from McGraw-Hill Education, the supplier of the curriculum, however, you would need to contact the regional sales representative online, as no information was provided to us about their training.

www.mheonline.com/directinstruction/early-interventions-in-reading/

Brief Evaluation Methodology

The program was evaluated over 4 years using a randomized control trial of 141 students with IQs between 40 and 80 in up to 15 schools in an urban, public school district in the Southwest United States. At baseline, students were randomly assigned within school to the intervention (N= 76) or control (N= 65) groups. As students dropped out of the study (N= 41) due to providing incomplete data, moving, or developing severe medical problems, new students were added. In the 2nd year 20 students were added, in the 3rd year 13 students were added, and in the final year 8 students joined the study. Assessments were administered when students entered the study and at the end of each academic year.

References

Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children, 80(3), 287-306.