Steven et al. 2020

Question 1

Stevens et al., 2020 Research Question

Answer 1

This study examined the effects of aligning a Tier 2 reading intervention with Tier 1 content-area instruction compared to a nonaligned intervention and “business as usual” on fourth-grade struggling readers’ vocabulary, content knowledge, and reading comprehension

Question 2

Stevens et al. 2020, Method

Answer 2

A quasiexperimental study was conducted with three groups of fourth-grade struggling readers receiving either aligned Tier 1 and 2 instruction, nonaligned Tier 2 instruction, or business as usual, and their vocabulary, content knowledge, and reading outcomes were compared using statistical analyses

Question 3

Stevens et al., 2020 Results

Answer 3

The aligned Tier 1 and 2 intervention led to statistically significant, positive effects on content knowledge and vocabulary unit tests, but not on standardized reading comprehension and vocabulary measures, although the aligned group outperformed the nonaligned group on a content reading comprehension assessmen

Question 4

Stevens et al., Implications

Answer 4

Aligning Tier 1 and Tier 2 reading instruction may be a promising approach for improving content knowledge and vocabulary for struggling readers in the upper elementary grades, suggesting a need to reconsider “compartmentalized” reading support models.