A Comparison of Targeted and Multicomponent Small-Group Reading Interventions in Early Elementary Grades

Abstract

Although there is a broad research base supporting effective components of reading interventions, less is known about how to implement reading interventions in small groups. The current study investigated the impact of implementing small group reading interventions targeted to student needs guided by the theoretical frameworks of the Instructional Hierarchy (Haring & Eaton, 1978) and Chall’s (1983) stage theory of reading development. A between-participants randomized block design was used to assign 50 second and third grade students to either a targeted or multicomponent small group reading intervention to ensure equal students with decoding and fluency needs were in each condition. Results revealed no differences between conditions on measures of decoding, fluency and comprehension following 4-weeks of intervention. However, students with a decoding need were found to significantly improve their decoding skills compared to students with a fluency need regardless of condition. Observations of the interventions being implemented indicated that all four interventionists modified the interventions or added additional components. Implications for theory and practice are discussed.