Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School

This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for intervening with struggling students in the middle grades are discussed.PMID:37962154 | DOI:10.1177/00222194231211948
Source: Journal of Learning Disabilities - Category: Disability Authors: Source Type: research