Faculty & Research

Recent Publications - Journal Articles


The effectiveness of a technologically facilitated classroom-based early reading intervention

Amendum, S., Vernon-Feagans, L., & Ginsberg, M.
The Elementary School Journal, 112 (1): 107-113 (2011)

DOI: 10.1086/660684 Information about DOI

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The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative Web-conferencing system using laptop computers and webcam technology. Seven schools from the southwestern United States were randomly assigned to experimental and control conditions in a cluster randomized design. All children in the study (n = 364) were administered a battery of standardized reading skill tests in the fall and spring of the school year. Intent-to-treat analyses were conducted to estimate mixed models of children's 1-year growth in Word Attack, Letter/Word Identification, Passage Comprehension, and Spelling of Sounds. Results showed that struggling readers from experimental schools outperformed those from control schools on all spring reading outcomes, controlling for fall scores.

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