The purpose of this project is to evaluate the efficacy of Reading RULES!, a teacher-implemented comprehensive word study and comprehension curriculum for first-grade students who are at risk for serious reading difficulties and disabilities. Students who do not learn to read adequately in the early grades typically have persistent reading difficulties. Potential persistent reading problems may be prevented or their severity reduced if they are addressed rigorously and early. Reading RULES! combines whole-class comprehension lessons and intensive, systematic small-group intervention designed to improve phonological processing, word reading, fluency, vocabulary, and listening and reading comprehension.
Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First Grade Children with Decoding and Comprehension Difficulties
Reading comprehension development in at-risk and not at-risk first grade readers: The differential roles of listening comprehension, decoding, & fluency (2016). Solari E., Grimm, R., McIntyre, N., Denton, C., Madsen, K., Ferrer, E., & Henry A. Society for the Scientific Study of Reading, Annual Conference, Porto, Portugal, July.
Subgroup comparisons of the Simple View of Reading: Should fluency be added to the model for at-risk readers? (2016) Solari, E., Grimm, R., McIntyre, N., Ferrer, E., Henry, A., Denton, C., Madsen, K., Zajic, M. Society for the Scientific Study of Reading Annual Conference, Porto, Portugal, July.
Solari, E., Denton, C., & Haring, C. (2017). First grade struggling readers: An Integrated instructional approach. Teaching Exceptional Children, 49(3), p.149-159.
Solari, E., Grimm, R., McIntyre, N., & Denton, C. (under review). Reading comprehension development in at-risk vs. not at-risk first grade readers: The differential roles of listening comprehension, decoding, and fluency.