Comparison of Two Supplementary Reading Interventions : Outcomes of Students At-Risk for Reading Failure at an Elementary School Using Direct Instruction, DIBELS, and SARF.

Abstract

Failure to develop basic reading ability during the first few years of school has been shown to be related to a number of academic, economic, and socio-emotional problems. Those children in elementary school who encounter reading difficulties, are at high risk for future reading failure. This study examined and explored the reading achievement outcomes between students receiving a supplementary Direct Instruction (DI) reading intervention and a students' receiving additional individualized reading instruction (IRI) reading at an elementary school.