Initiative Description: Students were randomized in the early summer of 2006 within schools to the treatment group or a control group. Both conditions received Tier 1 (core) reading instructions from their regular teachers; however, the treatment condition also received supplemental Tier II reading intervention during year 1 of the study. Students who inadequately responded to the Tier II intervention moved to a more intensive Tier III intervention study in year 2. Likewise, students who responded inadequately to Tier III received the Tier IV intervention during year 3. Students in the control condition received the intervention their school originally offered.
Study Results: Reading achievement and behavioral attention in middle school students struggling with reading significantly improved in the treatment group. There was no relation between improved reading and attention in the control group.
Reference: Roberts, G., Rane, S., Fall, A., Denton, C. A., Fletcher, J. M., & Vaughn, S. (2015). The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students. Journal of Clinical Child & Adolescent Psychology,44(6), 942-953. doi:10.1080/15374416.2014.913251
Level of Evidence: Excellent