Nicole Pyle

Reading Comprehension Interventions for Middle School Students With Learning Disabilities: A Synthesis of 30 Years of Research

The authors conducted a synthesis of studies of reading comprehension interventions for middle school students (Grades 6–8) identified with a learning disability. They identified 12 studies between 1979 and 2009 with treatment and comparison designs and 2 single-participant studies. Findings from the studies indicate large effect sizes for researcher-developed comprehension measures. Few studies (n = 4) reported standardized measures of reading comprehension, which indicated medium effect sizes. The majority of study treatments (n = 13) utilized strategy instruction related to main idea or summarization.

A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11–18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at least one academic outcome measure. A total of 13 intervention studies were synthesized in which 10 studies employed an experimental or quasi-experimental design and three studies used a single-case design. Findings from the 13 studies revealed mostly moderate to high effects favoring peer mediation, particularly when implementing a peer-mediated feedback component. In addition, findings suggest such interventions have social validity among adolescents and teachers. More rigorous research on secondary peer-mediated math interventions, peer-mediated interventions in alternative settings, and effective ways to pair dyads to incorporate a structured feedback component is warranted. Implications for peer-mediated instruction for academically struggling adolescents are discussed.

Two Studies of Tier II Literacy Development: Throwing Sixth Graders a Lifeline

Two experimental studies at one urban middle school investigated the effects of the combination of Tier I and Tier II evidence-based reading instruction compared to Tier I alone on struggling sixth-grade readers (N = 109). All participants received free or reduced-price lunch, and 95% were considered English learners at some point in their school history. In both studies, Tier II intervention consisted of intensive instruction in word analysis, fluency building, comprehension, and vocabulary for 30 hours across 10 weeks. Results of both studies taken individually and combined indicated significant differences in favor of the intervention groups on oral reading fluency. The second study indicated significantly stronger performances for the intervention group on the Woodcock Reading Mastery Test—Revised (WRMT-R/NU) passage comprehension subtest. Tier II interventions and Response to Intervention (RTI) for older struggling readers are discussed related to educational implications and future research.

Preventing Students With Disabilities From Dropping Out

Schools are tasked with the challenge of not only raising graduation rates for students with and without disabilities but also preparing these students to meet college and career readiness standards. Recent studies and reviews of the literature suggest promising practices to ensure that educators meet these goals by increasing students’ engagement in school. This article provides an overview of the research on evidence-based drop-out prevention practices organized within the framework of the six recommendations provided by the Institute of Education Sciences. After an explanation of each drop-out prevention intervention component, implications for practice are highlighted, with particular emphasis on academic and behavioral practices that can be readily implemented to prevent students with and without learning and behavioral disabilities from dropping out of school.

A Synthesis of Academic Interventions for Incarcerated Adolescents

This article contains a synthesis of academic intervention studies conducted between 1970 and 2012 with adolescents who were incarcerated in residential juvenile correctional facilities. Literacy, mathematics, written expression, and multicomponent interventions were included if they measured effects on at least one academic outcome measure. Of the 16 studies synthesized, 7 studies employed an experimental or quasi-experimental design, 4 used a single-case design, and 5 used a single-group design. Because the results are restricted due to methodological limitations and a general lack of research in this area, we discuss the existing gaps in the literature and explore initial findings using these 16 studies. Results suggest the potential of implementing explicit, targeted, academic interventions that have previously shown promise with adolescents in the general school setting (e.g., peer-mediated instruction). Implications and guidance for future research regarding effective delivery of evidence-based practices for adolescents in the incarcerated setting are discussed.

Individual-Level Risk Factors of Incarcerated Youth

This systematic review sought to understand the individual characteristics of incarcerated youth within the major risk factor domains identified by the U.S. Office of Juvenile Justice and Delinquency Prevention (OJJDP). A comprehensive search of the literature from 1979 to 2013 identified 85 articles of individual-level risk characteristics that relate to mental health, personality, psychological factors, social/emotional-behavioral issues, cognitive-intellectual development, academic achievement, victimization history, and substance use. Understanding the characteristics that place youth at risk of incarceration is important in the development and implementation of effective educational interventions to prevent incarceration and rehabilitate incarcerated youth. Considerations regarding how educators can use a multi-tiered prevention system to deliver a continuum of academic and behavioral supports to target students’ risk characteristics are discussed. In addition, future research is highlighted in response to the characteristics that place youth at risk of incarceration.

Academic Effects of Peer-Mediated Interventions With English Language Learners: A Research Synthesis

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

Reading Comprehension Interventions for Middle School Students With Learning Disabilities

The authors conducted a synthesis of studies of reading comprehension interventions for middle school students (Grades 6–8) identified with a learning disability. They identified 12 studies between 1979 and 2009 with treatment and comparison designs and 2 single-participant studies. Findings from the studies indicate large effect sizes for researcher-developed comprehension measures. Few studies (n = 4) reported standardized measures of reading comprehension, which indicated medium effect sizes. The majority of study treatments (n = 13) utilized strategy instruction related to main idea or summarization.

Dropout Prevention Intervention With Secondary Students: A Pilot Study of Project GOAL

Project GOAL is a systematic dropout prevention model including individual and peer-mediated group interventions for at-risk students. This article provides an overview of the Project GOAL model and describes a 2-year experimental pilot study of Project GOAL with a cohort of eighth- and ninth-grade students in a low-income school district in the southwest United States. Qualifying eighth-grade students (n = 94) in one middle school were randomly assigned to one of two conditions: Project GOAL or a business-as-usual control. Preliminary program outcomes include an increase in educational expectations for Project GOAL students but a decline in their view of schools relevance. The authors provide key insights into effective school-level implementation for settings that embrace a long-term commitment to change.

Treatment integrity and treatment effects vary for the Corrective Reading Decoding program when implemented with middle school students with reading difficulties

This review provides a summary and appraisal commentary on the treatment review by Benner, G. J., Nelson, J. R., Stage, S. A., & Ralston, N. C. (2011). The influence of fidelity of implementation on the reading outcomes of middle school students experiencing reading difficulties. Remedial and Special Education, 32, 79–88. Source of funding and disclosure of interest: This research was supported in part by funding from the Washington State Higher Education Coordinating Board using Title II, Part A (Improving Teacher Quality) funds from the U.S. Department of Education; the original authors of this research report no conflicts of interest.