The purpose of this research is to develop an intensive reading intervention (Idea Detectives) for students in grades 2-3 at risk for or identified as having serious reading difficulties or disabilities (students with RD). Within a Response-to-Intervention (RTI) or Multitier Systems of Support (MTSS) framework, this will be a Tier 3 intervention, intended for students who demonstrate inadequate response to previously-provided intervention. It will be designed to be implemented in small groups in daily 45-min lessons by a special educator or reading interventionist. The project also includes the development of an online library of video clips that can be viewed by teachers to help them understand how to implement the intervention.
Idea Detectives will differ from existing programs in that it will provide integrated intervention in word study and comprehension and will be based on best evidence from cognitive science regarding (a) the roles of inference-making, monitoring, and text structure knowledge in reading comprehension, (b) the relations among phonology, orthography, word meanings, and reading comprehension, (c) the development of automatic word recognition, and (d) cognitive characteristics of students with reading difficulties that are resistant to remediation.
The design of Idea Detectives will purposefully integrate specific supports for children with impaired phonemic awareness, oral language development, working memory, attentional control, and self-regulation. Idea Detectives will also be grounded in scientific evidence regarding effective instruction for students with RD. It will:
The study is being conducted in schools in Houston-area schools.