Robust Reading Instruction in the Early Grades: Conceptual and Practical Issues in the Integration and Evaluation of Tier 1 and tier 2 Instructional Supports

Schools implement Response to Intervention (Rtl) for two major purposes. The first is to provide a coordinated system of high-quality instruction and intervention for all students in the school (Burns & Vanderheyden, 2006; Haager, Klinger, & Vaughn, 2007; National Association of State Directors of Special Education, 2006). This system can be envisioned as a framework of effective instruction to prevent academic problems from occurring and effective interventions to address problems that do occur in a timely and appropriate manner. The system is integrated and coordinated to support all students to reach primary learning objectives (Fuchs, Fuchs, & Zumeta, 2008; Greenwood, Kratochwill, & Clements, 2008). The second purpose of Rtl is to diagnose specific learning disabilities (SLD) in students who do not respond adequately to instruction and intervention (O'Conner, 2007; Reynolds & Shaywitz, 2009; Torgesen, 1997, 2004). Strong empirical evidence supports the prevention and intervention purpose of Rtl (Baker et al., 2008; Gersten et al., 2009; Greenwood, Kratochwill, & Clements, 2008; Vaughn & Fuchs, 2006), but evidence for using Rtl for SLD determination is lacking (Fuchs, Mock, Morgan, & Young, 2003; Reynolds & Shaywitz, 2009)

Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis

This meta-analysis aims to quantitatively synthesize the relation between the essential components of reading and reading comprehension in children whose first language is Spanish and who are learning to read in Spanish in a monolingual setting. Searches were conducted in WOS, Scopus, and ERIC from 2000 to 2021. We used a random effects model and Fisher’s z as an index of effect size. We found 33 studies involving 146 effect sizes between the essential components of reading and reading comprehension. The essential components included phonological awareness, morphological awareness, alphabetic principle, fluency, vocabulary, and oral comprehension. Results of the meta-analysis revealed that (1) most studies have focused on understanding the relation between phonological awareness or alphabetic principle and reading comprehension, (2) the largest effect sizes were between phonological awareness and reading comprehension, and between fluency and reading comprehension, and (3) there is a large heterogeneity across studies which is explained, in part, by factors such as age, country where the study was conducted, and the reading comprehension tests used. Implications for practice and future research are discussed.Este metanálisis tiene como objetivo sintetizar cuantitativamente la relación entre los componentes esenciales de la lectura y la comprensión lectora en niños cuya primera lengua es el español y que están aprendiendo a leer en español en un entorno monolingüe. Las búsquedas se realizaron en WOS, Scopus y ERIC de 2000 a 2021. Usamos un modelo de efectos aleatorios y z de Fisher como índice del tamaño del efecto. Encontramos 33 estudios que involucran 146 tamaños de efecto entre los componentes esenciales de la lectura y la comprensión lectora. Los componentes esenciales incluyeron conciencia fonológica, conciencia morfológica, principio alfabético, fluidez, vocabulario y comprensión oral. Los resultados del metanálisis revelaron que (1) la mayoría de los estudios se han centrado en comprender la relación entre la conciencia fonológica o el principio alfabético y la comprensión lectora, (2) los tamaños de efecto más grandes fueron entre la conciencia fonológica y la comprensión lectora, y entre la fluidez y la comprensión lectora y (3) existe una gran heterogeneidad entre los estudios que se explica, en parte, por factores como la edad, el país donde se realizó el estudio y las pruebas de comprensión lectora utilizadas

Psicothema

Resumen tomado de la publicaciónEfecto del estado inicial y progreso en lectura de pseudopalabras sobre la comprensión lectora en español al finalizar el primer grado. Este estudio analiza el efecto del estado inicial y progreso en lectura de pseudopalabras en niños españoles de Educación Infantil y primer grado sobre la comprensión lectora al finalizar el primer grado. Ciento sesenta y ocho estudiantes de habla española que estaban aprendiendo a leer en español e inglés en los Estados Unidos participaron en el estudio. Los resultados del modelo jerárquico lineal indican que los estudiantes alcanzaron un promedio de aprendizaje de 95 sonidos de letras en español desde la mitad del jardín de infantes hasta finalizar el primer grado. Modelos de ecuaciones estructurales indicó que al finalizar el primer grado el 53 por ciento de la varianza en comprensión lectora de español se explica por el estado inicial de lectura de pseudopalabras, el rendimiento global de lectura en español en el período de Educación Infantil, y el progreso en lectura de pseudopalabras en español. Los hallazgos son importantes y con implicaciones para un modelo de respuesta a la intervención ya que tanto en la detección como en el seguimiento el control de los avances que se producen en la lectura de pseudopalabras ayudaría a los profesores a determinar el nivel de apoyo que necesitan los lectores principiantes para adquirir el principio alfabético, una habilidad importante que contribuye sustancialmente a la comprensión lectora en español.http://www.psicothema.com/pdf/3826.pdfAsturiasColegio Oficial de Psicólogos de Asturias; Calle Ildefonso Sánchez del Río, 4-1 B; 33001 Oviedo; Tel. +34985285778; Fax +34985281374;Universidad de Oviedo. Facultad de Psicología; Plaza Feijoo, s. n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126;ES

Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions

The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students’ choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students’ ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students’ prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system.peerReviewe

Evaluación del progreso de aprendizaje en lectura dentro de un Modelo de Respuesta a la Intervención (RtI) en la Comunidad Autónoma de Canarias

The main aim of this study is to provide an overview of monitoring progress within a Response to Intervention model (Tier-2, small group intervention) used in the Canary Islands. This programme is conducted within the framework of a scientific cooperation agreement between the University of La Laguna research team "Dificultades de aprendizaje, psicolingüística y nuevas tecnologías" ("Problems in learning, psycholinguistics, and the new technologies"), the University of Oregon's Center on Teaching and Learning, and the Consejería de Educación, Universidades y Sostenibilidad of the Canary Islands Government. The Indicadores Dinámicos del Éxito Lector is used for monitoring progress. The Indicadores Dinámicos del Éxito Lector is the Spanish version of Dynamic Indicators of Basic Early Literacy Skills. Its main purpose is to evaluate reading progress in students identified as "at risk" of developing reading difficulties using an Response to Intervention model.El objetivo principal de este trabajo es dar a conocer el sistema de evaluación del progreso de aprendizaje en lectura dentro de un modelo de Respuesta a la Intervención - Nivel 2 de intervención que se viene utilizando en la Comunidad Autónoma de Canarias en el marco institucional de cooperación científica entre el grupo de investigación de la Universidad de La Laguna "Dificultades de aprendizaje, psicolingüística y nuevas tecnologías", el Center on Teaching and Learning de la Universidad de Oregon y la Consejería de Educación, Universidades y Sostenibilidad del Gobierno de Canarias. Dentro de este contexto se viene utilizando el sistema de evaluación Indicadores Dinámicos del Éxito en la Lectura, versión española del Dynamic Indicators of Basic Early Literacy Skills. Su principal finalidad es evaluar el progreso de aprendizaje de la población escolar canaria identificada con "riesgo" de presentar dificultades específicas de aprendizaje en lectura y que participa en un Modelo de Respuesta a la Intervención

Risk of COVID-19 after natural infection or vaccinationResearch in context

Summary: Background: While vaccines have established utility against COVID-19, phase 3 efficacy studies have generally not comprehensively evaluated protection provided by previous infection or hybrid immunity (previous infection plus vaccination). Individual patient data from US government-supported harmonized vaccine trials provide an unprecedented sample population to address this issue. We characterized the protective efficacy of previous SARS-CoV-2 infection and hybrid immunity against COVID-19 early in the pandemic over three-to six-month follow-up and compared with vaccine-associated protection. Methods: In this post-hoc cross-protocol analysis of the Moderna, AstraZeneca, Janssen, and Novavax COVID-19 vaccine clinical trials, we allocated participants into four groups based on previous-infection status at enrolment and treatment: no previous infection/placebo; previous infection/placebo; no previous infection/vaccine; and previous infection/vaccine. The main outcome was RT-PCR-confirmed COVID-19 >7–15 days (per original protocols) after final study injection. We calculated crude and adjusted efficacy measures. Findings: Previous infection/placebo participants had a 92% decreased risk of future COVID-19 compared to no previous infection/placebo participants (overall hazard ratio [HR] ratio: 0.08; 95% CI: 0.05–0.13). Among single-dose Janssen participants, hybrid immunity conferred greater protection than vaccine alone (HR: 0.03; 95% CI: 0.01–0.10). Too few infections were observed to draw statistical inferences comparing hybrid immunity to vaccine alone for other trials. Vaccination, previous infection, and hybrid immunity all provided near-complete protection against severe disease. Interpretation: Previous infection, any hybrid immunity, and two-dose vaccination all provided substantial protection against symptomatic and severe COVID-19 through the early Delta period. Thus, as a surrogate for natural infection, vaccination remains the safest approach to protection. Funding: National Institutes of Health

Risk of COVID-19 after natural infection or vaccinationResearch in context

Background: While vaccines have established utility against COVID-19, phase 3 efficacy studies have generally not comprehensively evaluated protection provided by previous infection or hybrid immunity (previous infection plus vaccination). Individual patient data from US government-supported harmonized vaccine trials provide an unprecedented sample population to address this issue. We characterized the protective efficacy of previous SARS-CoV-2 infection and hybrid immunity against COVID-19 early in the pandemic over three-to six-month follow-up and compared with vaccine-associated protection. Methods: In this post-hoc cross-protocol analysis of the Moderna, AstraZeneca, Janssen, and Novavax COVID-19 vaccine clinical trials, we allocated participants into four groups based on previous-infection status at enrolment and treatment: no previous infection/placebo; previous infection/placebo; no previous infection/vaccine; and previous infection/vaccine. The main outcome was RT-PCR-confirmed COVID-19 >7–15 days (per original protocols) after final study injection. We calculated crude and adjusted efficacy measures. Findings: Previous infection/placebo participants had a 92% decreased risk of future COVID-19 compared to no previous infection/placebo participants (overall hazard ratio [HR] ratio: 0.08; 95% CI: 0.05–0.13). Among single-dose Janssen participants, hybrid immunity conferred greater protection than vaccine alone (HR: 0.03; 95% CI: 0.01–0.10). Too few infections were observed to draw statistical inferences comparing hybrid immunity to vaccine alone for other trials. Vaccination, previous infection, and hybrid immunity all provided near-complete protection against severe disease. Interpretation: Previous infection, any hybrid immunity, and two-dose vaccination all provided substantial protection against symptomatic and severe COVID-19 through the early Delta period. Thus, as a surrogate for natural infection, vaccination remains the safest approach to protection. Funding: National Institutes of Health