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Thanks for the following up after the webinar!
Dr. Burns spoke about tier 1 interventions and tier 2 interventions. Tier 1 interventions are delivered classwide when more than half of the class is below the seasonal benchmark. Partner Reading with Paragraph Shrinking, the intervention suggested in the PRESS Intervention Manual for a tier 1 (classwide) intervention for grades 2-5 is based on peer-assisted learning strategies (Fuchs & Fuchs, 2008; Fuchs, Fuchs, Mathes, & Simmons, 1997) and it has been shown to be an effective classwide intervention to improve students reading fluency (Fuchs & Fuchs, 2005). In his book, Visible Learning, John Hattie states that peer-tutoring where peers use each other as co-teachers has an effect size of d = 0.55 which is considered high in the zone of desired effects.
As for the tier 2 intervention, the study referred to in the webinar was based on students receiving targeted interventions and students receiving comprehensive interventions. Targeted interventions are those that focus on 1-2 areas of reading, and comprehensive interventions focus on all five areas (phonemic awareness, phonics, fluency, comprehension, vocabulary). In this study, students in targeted interventions in 2nd grade experienced a moderate to large effect (η2 = 0.12) and students in targeted interventions in third grade experience a large effect (η2 = 0.16). Partial η2 was used to estimate theses effect sizes, where 0.01 = small, 0.06 = medium, 0.13 = large.
On the webinar posted recently, the speaker talked about the effect size of Read Naturally. We currently use that program. I was wondering what the effect size of repeated reading with paragraph shrinking is based upon your research. At the training for PRESS they showed the graphs for the overall use of PRESS vs. a conglomeration of other interventions and the results were comparatively higher for PRESS.