Maximising access to reading intervention
Comparing small group and one‐to‐one protocols of Reading Rescue
Bibliographic Data
| ID | 21444715 |
|---|---|
| Authors | Katharine Pace Miles (0000-0002-5039-8921, Departments of Early Childhood Education Brooklyn College, City University of New York (CUNY) New York New York USA, corresponding author), Karen E Mcfadden (Departments of Early Childhood Education Brooklyn College, City University of New York (CUNY) New York New York USA), Danielle Colenbrander (0000-0001-5577-7501, School of Psychological Sciences and Macquarie University Centre for Reading (MQCR) Macquarie University Sydney New South Wales Australia), Linnea C Ehri (Ph. D. Program in Educational Psychology, The Graduate Center City University of New York (CUNY) New York New York USA) |
| Year | 2022 |
| Volume | 45 |
| Issue | 3 |
| Pages | 299-323 |
| Publication date | 2022-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Reading (JOURNAL) |
| Journal identifiers | ISSN: 0141-0423 • E-ISSN: 1467-9817 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1467-9817.12383 |
| OpenAlex | W4214816230 |
| Language | EN |
| Citations received | 1 |
| References cited | 33 |
Reading Rescue (Reading Rescue), a research and evidence‐based programme for struggling readers (Ehri et al., 2007; Miles et al., 2018), was developed by an academic in response to the cost and lack of explicit letter, phonemic awareness and phonics instruction in Reading Recovery. Reading Rescue represents a pathway from research to practice. An academic advisor works closely with the nonacademic partner that trains school staff to deliver the programme in order to maintain alignment of the curriculum with research from the reading science field. In this study, the academic and nonacademic partner evaluated the effectiveness of small‐group delivery of Reading Rescue, which has previously only been evaluated in a one‐to‐one delivery mode. This study therefore provides an illustration of how academics and practitioners can work together to achieve practical outcomes. This study compared the performance of two cohorts ( N = 146; 104) of randomly assigned first‐graders who received 50 sessions of Reading Rescue in a one‐to‐one or a small group setting compared with a control group. Results showed that intervention groups outperformed the control group (for most associations, p p > .05), suggesting the small group protocol is as effective as one‐to‐one, enabling the programme to serve substantially more students. Discussion focuses on the importance of collaboration between academics and practitioners in expanding the reach of evidence‐based programmes. The collaboration in this study serves as a model for how academics, and practitioners can join forces and leverage their expertise to reach more students
Curriculum · Intervention (counseling) · Mathematics education · Medical education · Pedagogy · Phonics · Political science · Primary education · Reading (process) · Disability Education and Employment · Hearing Impairment and Communication · Medicine · Psychology · Reading and Literacy Development
Making sense of complexity in context and implementation
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
Effective programs for struggling readers
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
The lexical quality hypothesis
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
Toward a theory of automatic information processing in reading
Systematic Phonics Instruction Helps Students Learn to Read
The Science of Learning to Read Words
A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools
Translational Science
Teaching Reading Is More Than a Science
Phonemic Awareness Instruction Helps Children Learn to Read
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice
Reading Rescue
Foundation literacy acquisition in European orthographies
Evidence-based interventions for reading and language difficulties
On the Anglocentricities of current reading research and practice
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |