Introduction
Recent advances in research and practice concerning emerging/beginning reading skills and 3-tiered school-wide intervention models (i.e., primary, secondary, and tertiary prevention levels) combined with federal policy mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive intervention services to children at risk for reading and behavior problems as early as kindergarten. Making this possible are new measures for identifying young students not acquiring early basic literacy skills. However, questions regarding exactly how to actually formulate, deliver, sustain, and manage secondary-level interventions remain to be addressed, as do issues of social validation, school resources, and cost. What follows is a discussion of the prevention approach used to formulate secondary- and tertiary-interventions used by the Kansas Center for Early Intervention in Reading and Behavior, initial evidence of effectiveness, and implications for research and practice. Questions guiding formulation and implementation of the secondary interventions used in this project include:
- What evidence-based practices/strategies shaped the planning and delivery of secondary reading interventions in local elementary schools?
- How large is the school population of students at risk and qualifying for secondary interventions?
- What training, professional development, and support is needed to implement, improve, and sustain secondary intervention in local schools, and what is the initial impact on reading instruction?
- What is the initial efficacy of secondary intervention for at risk 1st graders in experimental schools over a 3-5 month period?
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(Abstract) | (Evidence-Based Practices)
