How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research.

In the easyCBM research, there is considerable variation across districts in allocations of time in tiers 2 and 3 (from 30 minutes to 60 and 120 minutes extra), though most (51%) of students receive instruction 4 days per week and another 25% receive instruction five days per week for their first intervention.

“In the easyCBM research, considerable variation exists across districts in their allocations of time in tiers 2 and 3 (from 30 minutes to 60 and 120 minutes extra) though most (51%) of the students receive instruction 4 days per week and another 25% receive instruction five days per week for their first intervention.”

In Saez's analysis, although some second interventions were introduced in September (n=15) or October (n=13), many were implemented in the late fall (48 in November and December) and winter (21 in January and February).

“Although some of the second interventions were introduced in September (𝑛 = 15) or October (𝑛 = 13), many were implemented in the late fall (48 in November and December) and winter (21 in January and February).”

In the easyCBM 2001-2011 analysis by Saez, four areas were reportedly emphasized as the first intervention (in decreasing use): fluency (38%), word identification (32%), comprehension (21%), and vocabulary (8%).

“In the easyCBM 2001-2011 analysis by Saez [216], four areas were reportedly emphasized as the first intervention (in decreasing use) targeting: fluency (38%), word identification (32%), comprehension (21%), and vocabulary (8%).”

Wanzek and Cavanaugh found group sizes of three to four students, with increasing amounts of time over the grades (though in smaller bites in the lower grades), increasing intensity by offering additional time or smaller groups with instruction more explicit, practice more repeated, feedback more frequent, and more emphasis on high priority skills.

“They found group sizes of three to four students, with increasing amounts of time over the grades (though in smaller bites in the lower grades), increasing intensity by offering additional time or smaller groups with instruction more explicit, practice more repeated, feedback more frequent, and more emphasis on high priority skills (also see Saez [216]).”

Fully 22% of students receive tier 2/3 instruction for fewer than 30 minutes per day, 39% for 30-59 minutes per day, 14% for an hour each day, and only 4% for more than an hour every day.

“Fully 22% receive this instruction for fewer than 30 minutes per day, 39% received it for 30-59 minutes per day, another 14% for an hour each day, and only 4% more than an hour every day [216].”

In Saez's analysis, of the changes made, most were targeted toward instructional program curricula (50%) or intensity duration (19%); relatively few targeted changes in tier (6%) or group size (6%).

“And of the changes made, most were targeted toward instructional program curricula (50%) or intensity duration (19%); relatively few targeted changes in tier (6%) or group size (6%).”

In Saez's analysis, the vast majority of teachers were implementing few changes, with 355 students (65%) receiving only one intervention, 138 students (25%) receiving two changes, 25 (4.6%) receiving three, and only 29 (5.3%) receiving four or more instructional interventions.

“Unfortunately, the vast majority of teachers were implementing few changes, with 355 students (65%) receiving only one intervention, 138 students (25%) receiving two changes, 25 (4.6%) receiving three, and only 29 (5.3%) receiving four or more instructional interventions.”

Less than 3% of interventions were from the core curriculum: Houghton Mifflin or Treasures.

“Less than 3% were from the core curriculum: Houghton Mifflin or Treasures.”

In the figure, approximately 66% of interventions were intensive interventions: CARS/STARS, Corrective Reading, Explode the Code, Phonics for Reading, Harcourt Intervention Station, Horizons, Voyager Passport, Open Court Intervention Kit, Triumphs, Read Naturally, Reading Mastery, Rewards, Score4Reading, or SLANT.

“Figure: [216], approximately 66% were intensive interventions: CARS/STARS (Comprehensive Assessment of Reading, Strategies/Strategies to Achieve Reading Success), Corrective Reading, Explode the Code, Phonics for Reading, Harcourt Intervention Station, Horizons, Voyager Passport, Open Court Intervention Kit, Triumphs, Read Naturally, Reading Mastery, Rewards, Score4Reading, or SLANT (Structured”

About 31% of interventions were strategic interventions: Soar to Success, Study Island, Step Up to Writing, various trade consumable workbooks, or various leveled texts.

“About 31% were strategic interventions: Soar to Success, Study Island, Step Up to Writing, various trade consumable workbooks, or various leveled texts.”