A Study of The Georgia Early Intervention Program

A Study of The Georgia Early Intervention Program Models and Their Effect on Students’ Reading Achievement DR. VALERIE HARRISON GCEL FEBRUARY 24 -26, 2014 Dr. Valerie Harrison, Educationally Yours, LLC

Outline Introduction Georgia Early Intervention Program Problem Background Problem Statement Purpose of Study Theoretical Framework Research Questions Significance of Study Literature Review Research Design Results Findings Recommendations Dr. Valerie Harrison, Educationally Yours, LLC

Introduction Millions of children in the United States have difficulty reading; and have not acquired the skills necessary to become proficient readers (Somers, 2006). Without intervention, most readers who are deficient continue to lag behind and never catch up (Reschly, 2010; Somers, 2006; Torgesen, 2004; Wanzek & Vaughn, 2007). According to Wanzek & Vaughn (2007), the outcomes are favorable for children who participate in extensive intervention. Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 3

Introduction The Georgia Early Intervention Program (EIP) is a state funded early intervention initiative for K-5 grades. It was created to meet the requirements of House Bill 1187 (Ga. DOE, 2004). EIP is designed to support students who are performing below grade level in the area of reading by providing additional resources to eligible students to help them reach grade level performance (Ga. DOE, 2010). Dr. Valerie Harrison, Educationally Yours, LLC

One proven way to support low-level readers is to reduce the class size. Implementing smaller class sizes not only improves student achievement, it also improves student/teacher relations and decreases class disruptions, Torgesen, 2004 Dr. Valerie Harrison, Educationally Yours, LLC

Early Intervention Program (EIP) The Georgia Early Intervention Program meets the requirements of Official Code of Georgia 20 -2 -153, which states, “The Early Intervention Program shall serve students who are at risk of not reaching or maintaining academic grade level. ” Dr. Valerie Harrison, Educationally Yours, LLC

Early Intervention Program (EIP) STAFF: EIP must be staffed by certified teachers. Full-time paraprofessionals may assist Kindergarten EIP teachers for the purposes of reducing the pupil-teacher ratio to meet class size reduction rules. Dr. Valerie Harrison, Educationally Yours, LLC

Early Intervention Program (EIP) Student Student Student Student Teacher Dr. Valerie Harrison, Educationally Yours, LLC

Augmented Model (AU) Student Student Student Student 14 EIP Students Teacher Dr. Valerie Harrison, Educationally Yours, LLC Student Student Student Student Teacher Non-EIP Students

Pullout Model (PO) Student Student Teacher Dr. Valerie Harrison, Educationally Yours, LLC Student Student Student 18 EIP Students 14 EIP Students

Self-Contained Model (SC) Student 14 EIP Students Student 18 EIP Students Student Student Student Teacher Dr. Valerie Harrison, Educationally Yours, LLC Student

Problem Background Most children who experience difficulty learning to read during the primary grades will most likely never learn to read adequately (Beswick, Stoat, & Willms, 2007). Studies revealed that children who have low literacy skills at the end of third grade often need long-term intervention (Reschly, 2010; Beswick, Stoat, & Willms, 2007; Torgesen, Rashotte, & Alexander, 2001). In light of these statistics, intensive reading intervention must be a priority for schools particularly those that serve at-risks populations (Menzies, Mahdavi, & Lewis, 2008). Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 12

Problem Background Each year, Georgia allots an average of 600 million dollars a year to serve students who are functioning below grade level. The Georgia General Assembly has expended nearly six billion dollars to serve at- risk learners in grades K-5. Dr. Valerie Harrison, Educationally Yours, LLC

Problem Background In the large urban school district in Georgia where the research was conducted, nearly 300 million dollars have been expended on the Early Intervention Program since 2002. An average of 31 million dollars a year has been allocated to the program. School District in Georgia Earning for the Early Intervention Program Earnings $ 50, 000. 00 $ 45, 000. 00 $ 40, 000. 00 $ 35, 000. 00 $ 30, 000. 00 $ 25, 000. 00 $ 20, 000. 00 $ 15, 000. 00 $ 10, 000. 00 $ 5, 000. 00 $- Dr. Valerie Harrison, Educationally Yours, LLC 20 10 20 09 20 08 20 07 20 06 20 05 20 04 20 03 20 0 2 Total Earnings

Problem Statement The First Line of Defense: Georgia’s Early Intervention Program study, administered by the Georgia Department of Education (2004), revealed the need for more research in all areas of the program, particularly in the area of delivery models, “there has been no systematic data collected on the use of the model types implemented across the state” (p. 3). In a large urban school district in Georgia, millions of dollars have been expended with no systematic assessment of the programs effectiveness. Dr. Valerie Harrison, Educationally Yours, LLC 15

Problem Statement Additionally, the research conducted on reading intervention using the CSR models is limited and leads to no conclusive evidence on which model produced the greatest gains in student achievement. The State Department of Education, school districts, and schools across Georgia want to know if the Georgia Early Intervention Program is effective in improving reading achievement in low performing students. (Ga. DOE, 2004) Dr. Valerie Harrison, Educationally Yours, LLC 16 3/16/2018

Purpose of Study The purpose of this study was to examine the Early Intervention Program models and student reading achievement in one large urban school district in Georgia, in order to determine the effectiveness of the program in meeting its goal of increasing the academic performance of students in the elementary grades who are reading below grade level. Dr. Valerie Harrison, Educationally Yours, LLC

Theoretical Framework Researcher Year Theoretical Understanding Vygotsky 1978 Vygotsky’s Zone of Proximal Development: Children learn in a social environment with a more capable other (Vygotsky, 1978). Piaget 1972 Agbenyega 2005 The Maturation Theory: Children learn cognitive content when they are developmentally ready or mature. Their maturity level serves as a prerequisite for future learning. Guillemette, 2005 Socialization Theory : Promotes learning in a social environment through assimilating students into the school and class culture. Lazear Mishel & Rothsteing, 2002 2001 Theory of Class Size: Students in smaller classes learning is increased due to a decrease in the number of disruptions during class time. 2002 Dr. Valerie Harrison, Educationally Yours, LLC

Theoretical Framework Variables in Study The Socialization Theory Augmented Model Pullout Model Reading Achievement Lazear’s Theory of Class Size Self-Contained Model Traditional Instruction Independent Variables Dr. Valerie Harrison, Educationally Yours, LLC Dependent Variable

Research Questions Research Question One Research Question Two Research Question Three Research Question Four Is there a significant difference in the reading achievement posttest score as measured by the benchmark reading post-test between first grade Early Intervention Program students taught using the pullout, augmented, self-contained models, and traditional instruction? Is there a significant difference in the reading achievement posttest score as measured by the benchmark reading post-test between second grade Early Intervention Program students taught using the pullout, augmented, self-contained models, and traditional instruction? Is there a significant difference in the reading achievement posttest score as measured by the benchmark reading post-test between Third grade Early Intervention Program students taught using the pullout, augmented, self-contained models, and traditional instruction? What are the teachers’ perceptions of the Early Intervention Programs models, augmented, pullout, and self-contained in improving reading achievement in below level readers? Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 20

Significance of Study This thorough examination of the Early Intervention Program could help schools in Georgia make instructional decisions about the most effective model to use to yield the greatest gain in student achievement. This study could help the school district in Georgia where the study was conducted make important decisions on the effectiveness of the augmented, pullout, and self-contained instructional models. Research on the effectiveness of EIP could possibly assist the Georgia State Department of Education with program funding concerns. This study adds to the body of knowledge on effective reading intervention models and improving achievement in at-risk readers. Dr. Valerie Harrison, Educationally Yours, LLC

Review of Literature The purpose of this literature review is to : Review literature on the Georgia Early Intervention Program Examine research surrounding early intervention in reading and its effect on improving reading achievement in low performing students Investigate the research on using class size reduction as a reading intervention to improve student achievement and close the achievement gap Explore literature on intervention models and their effect on reading achievement Dr. Valerie Harrison, Educationally Yours, LLC

Summary of Literature Review When intervention is offered early in the student’s elementary career, they eventually learn to read and achieve grade level status (Beswick, Stoat, & Willms, 2007). Intervention is most effective when it occur before the student enters fourth grade. One study conducted on the Georgia Early Intervention Program, reveals very positive results for improving student achieve in at-risk readers (Homes, 2009). While another conducted on EIP grouping techniques, resulted in no significant improvement in reading for fifth graders (Davis, 2007). Reducing class size is a proven way to support below level reader. Class size reduction produces the greatest gains when implemented early. Overall, these studies have revealed that the effects from class size reduction increase as the class size gets smaller. The success of class size reductions is influenced by the intervention models employed to deliver the services. Literature on reading intervention models reveals that no model is more effective than the other in improving student achievement (Woodward & Talbert-Johnson , 2009). Dr. Valerie Harrison, Educationally Yours, LLC

Sampling Population: Demographics This study is being conducted in a large urban school district in Georgia. The school system’s enrollment consists of 98, 616 students: African-American (70. 2%) Asian (2. 2%) Hispanic (12. 0%) Multiracial (1. 5%) White (10. 9%) Other (. 5). Approximately 69. 4% of the students are on free or reduced lunch 10. 7% of the population is served in Special Education 8. 51% of the students are served as English Language Learners 22. 9% of the student population is served in the Early Intervention Program 70 % of the students are low-socio-economic status 93% of the schools are Title I (DCSS, 2010) Dr. Valerie Harrison, Educationally Yours, LLC

Selection of Participants Purposeful Sampling Method The study was conducted using EIP eligible reading students in 9 Title I schools Grades 1 -3 70 teachers 534 students Reading teachers were selected based on their use of the EIP models Pullout (PO) Augmented (AU) Self-contained (SC) No EIP intervention or traditional instruction (NO) Dr. Valerie Harrison, Educationally Yours, LLC

Quantitative Research Design Research Question One Research Question Two Research Question Three Research Design Is there a significant difference in the reading achievement post-test score as measured by the benchmark reading post-test between first grade Early Intervention Program students taught using the pullout, augmented, selfcontained models, and traditional instruction? Is there a significant difference in the reading achievement post-test score as measured by the benchmark reading post-test between second grade Early Intervention Program students taught using the pullout, augmented, selfcontained models, and traditional instruction? Is there a significant difference in the reading achievement post-test score as measured by the benchmark reading post-test between Third grade Early Intervention Program students taught using the pullout, augmented, selfcontained models, and traditional instruction? Design - Quantitative Ex-post facto design with an alternative treatment post-test only Data Collection Houghton Mifflin Harcourt Benchmark Reading Tests Sampling Purposeful Sampling Statistical Test One-way within-subject ANOVA with a Scheffe pairwise comparison A p value would was set at the <. 05 level Dr. Valerie Harrison, Educationally Yours, LLC

Results Research Question One Is there a significant difference in the reading achievement post-test score as measured by the benchmark reading post-test between first grade Early Intervention Program students taught using the pullout, augmented, self-contained models, and traditional instruction? The ANOVA revealed that there was a statistically significant difference in the reading benchmark post-test scores of first grade students receiving EIP instruction using the AU, PO, SC, and NO (traditional instruction) instructional model groups The ANOVA indicates a significant difference in the instructional model groups, (F (3, 182) = 7. 222, p <. 05), η 2 = 0. 106. Null hypothesis was rejected (F=7. 222, p<. 05) Analysis of Variance of Instructional Models of 1 st Students Benchmark Post-Test Reading Scores Source Between Groups Within Groups Total Dƒ SS MS F Sig. η 2 8536. 78 3 2845. 59 7. 222 . 000 0. 106 182 394. 02 71712. 2 8 80249. 06 *p<. 05 Dr. Valerie Harrison, Educationally Yours, LLC 185

Findings Research Question One - Grade 1 In order to isolate where the differences within the means lie, a post hoc Scheffe pairwise comparison test was conducted In first grade, below level readers who received instruction using the augmented model or traditional instruction scored significantly higher than students taught using the self-contained or pullout models. In first grade, the post hoc Scheffe pairwise comparison, indicated that there was a significant difference between (AU-SC, sig = 0. 05 < 0. 05) (NO-PO, sig = 0. 04< 0. 05) (NO-SC, sig = 0. 00 < 0. 05) The null hypothesis was rejected and the alternate hypothesis was accepted. Dr. Valerie Harrison, Educationally Yours, LLC

Conclusions Research Question One – Grade 1 In First Grade: The augmented model proved to be significantly more effective when addressing the needs of below level first grade readers. EIP students taught using the pullout and the self-contained models post-test scores were not statistically significant and would not be the most effective model when addressing the needs of below level reader. Below level readers who received traditional or no intervention, reading benchmark post-test scores were more statistically significant than students taught using the pullout and self-contained models. Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 29

Conclusions Research Question One – Grade 1 First Grade AU SC First Grade Dr. Valerie Harrison, Educationally Yours, LLC PO NO First Grade 3/16/2018 30

Results Research Question Two – Grade 2 Is there a significant difference in the reading achievement post-test score as measured by the benchmark reading post-test between second grade Early Intervention Program students taught using the pullout, augmented, self-contained models, and traditional instruction? The ANOVA revealed that there was a statistically significant difference in the reading benchmark post-test scores of second grade students receiving EIP instruction using the AU, PO, SC, and NO (traditional instruction) instructional model groups. The ANOVA indicates a significant difference in the instructional model groups, (F (3, 133) = 8. 06, p <. 05), η 2 = 0. 15 Null hypothesis was rejected (F=8. 06, p<. 05) Analysis of Variance of Instructional Models of 2 nd Students Benchmark Reading Post-Test Scores Source Between Groups Within Groups Total DF 7996. 50 43989. 63 51986. 13 *p<. 05 Dr. Valerie Harrison, Educationally Yours, LLC SS 3 136 MS 2665. 50 330. 75 F 8. 06 Sig. η 2. 00 0. 15

Research Question Two Findings In order to isolate where the differences within the means lie, a post hoc Scheffe pairwise comparison test was conducted. In second grade, below level readers who received instruction using the augmented and the self-contained models reading achievement was significantly higher than students who received pullout or traditional (no EIP) instruction. In second grade, the post hoc Scheffe pairwise comparison indicated that there was a significant difference between (AU-PO, sig = 0. 01 < 0. 05) (AU-NO, sig = 0. 00< 0. 05) (SC-PO, sig = 0. 03 < 0. 05) (SC-NO, sig = 0. 03 < 0. 05) The null hypothesis was rejected and the alternate hypothesis was accepted. Dr. Valerie Harrison, Educationally Yours, LLC

Conclusions Research Question Two – Second Grade In Second Grade Below average second grade readers who received EIP instruction using the augmented or self-contained models perform better than below average second grade readers who received EIP instruction using the pullout model or traditional instruction. Pullout and traditional models of instruction proved to be an ineffective way to address the needs of below averages readers in second grade. Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 33

Conclusions Research Question Two– Grade 2 Second Grade AU SC Second Grade Dr. Valerie Harrison, Educationally Yours, LLC PO NO Second Grade 3/16/2018 34

Research Question Three Results Is there a significant difference in the reading achievement post-test score as measured by the benchmark reading post-test between third grade Early Intervention Program students taught using the pullout, augmented, self-contained models, and traditional instruction? The ANOVA revealed that there was a statistically significant difference in the reading benchmark post-test scores of third grade students receiving EIP instruction using the AU, PO, SC, and NO (traditional instruction) instructional model groups. The ANOVA indicates a significant difference in the instructional model groups, (F (3, 207) = 3. 03, p <. 05), η 2 = 0. 04 Null hypothesis was rejected (F=3. 03, p<. 05) Analysis of Variance of Instructional Models of 3 rd Students Benchmark Reading Post. Test Scores Source DF Between Groups Within Groups Total SS MS F 2558. 86 3 852. 95 3. 03 58254. 22 207 281. 42 60813. 08 210 *p<. 05 Dr. Valerie Harrison, Educationally Yours, LLC Sig. . 03 η 2 0. 04

Findings Research Question Three In order to isolate where the differences within the means lie, a post hoc Scheffe pairwise comparison test was conducted. In third grade, below level readers who received EIP instruction using the augmented model reading achievement was significantly higher than students who received instruction using the other models and no EIP instruction. In third grade, the post hoc Scheffe pairwise comparison, indicated that there was a significant difference between (AU-NO, sig = 0. 04< 0. 05) The null hypothesis was rejected and the alternate hypothesis was accepted. Dr. Valerie Harrison, Educationally Yours, LLC

Conclusions Research Question Three -Third Grade In Third Grade The results of the analysis revealed the most significant difference in reading achievement in third grade students occurred in the students that receive EIP instruction using the augmented model. Below average third grade readers who received EIP instruction using the augmented model performed significantly better than below average third grade readers who received traditional instruction. Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 37

Conclusions Research Question Two– Grade 3 Third Grade AU SC Third Grade Dr. Valerie Harrison, Educationally Yours, LLC PO NO Third Grade 3/16/2018 38

Quantitative Research Design Research Question R 4: What are the teachers’ perceptions of the Early Intervention Programs models, augmented, pullout, and self-contained in improving reading achievement in below level readers? Research Design - Quantitative Reading Intervention Survey Data Collection Open-ended items on survey, 8, 9, 10, 18, and 19 Sampling Purposeful Sampling Analysis Coding for reoccurring patterns and themes of teachers’ positive and negative perceptions to the EIP models. Counting was utilized to calculate the number of times each theme occurred. Percentages were calculated based on the frequency of each theme. Data was summarized and presented in individual excel tables. Dr. Valerie Harrison, Educationally Yours, LLC

Findings Research Question Four Pullout Model Negative Aspects Positive Aspects Pullout Positive Themes Number of Responses Percent Small group instruction 24 24% Individualized or differentiated instruction Focused, intense, specialized instruction 24 24% 18 Dr. Valerie Harrison, Educationally Yours, LLC 18% Pullout Negative Themes Students miss classroom instruction or limited opportunity to work with classroom teachers Decreased interaction with peers Time lost in transition Number of Responses Percent % 17 18. 2% 16 17. 2% 12 12. 9%

Findings Research Question Four Students who are pulled out of the classroom miss instruction and/or time to work on assignments. Dr. Valerie Harrison, Educationally Yours, LLC

Findings Research Question Four Reading lessons taught in intervention should match the ones that are taught in the classroom. Dr. Valerie Harrison, Educationally Yours, LLC

Findings Research Question Four Augmented Model Positive Aspects Augmented Positive Themes Lower pupil-teacher ratio benefits, team teaching, and smaller class size Instructional consistency and increased time on task Heterogeneous grouping, peer modeling, and support Negative Aspects Number of Responses Percent % 36 40. 9% 17 19. 3% 11 12. 5% Dr. Valerie Harrison, Educationally Yours, LLC Augmented Negative Themes Increased distractions and discipline problems Classroom teacher and EIP/reading teacher diversities (such as instructional techniques, classroom management, pedagogy, personality, space and resources) Class size too large Number of Responses Percent % 20 24% 12 14. 6% 9 10. 9%

Findings Research Question Four Reading Specialists and classroom teachers communicate effectively regarding the readers they work with. Dr. Valerie Harrison, Educationally Yours, LLC

Findings Research Question Four Self-contained Model Positive Aspect Self-Contained Positive Themes Instruction is tailored to meet the individual needs of the students, students are taught on their instructional level Increased time on task and one-on-one instruction Teachers controls class environment and increased teacher-student relations Negative Aspects Number of Responses 21 12 Dr. Valerie Harrison, Educationally Yours, LLC 11 Percent % 30. 8% 17. 6% 16. 1% Self-Contained Negative Themes Teachers and students feel isolated and have limited collaboration with other students and teachers Homogeneous grouping, all students are low Inadequate or interior instruction at slower pace Number of Responses 16 Percent % 23% 11 15. 4%

Findings Research Question Four The same students qualify for reading services every year after year. Dr. Valerie Harrison, Educationally Yours, LLC

Findings Research Question Four More state and federal funding of intervention programs will help at-risk readers. Dr. Valerie Harrison, Educationally Yours, LLC

Findings Research Question Four A quantitative analysis was conducted to uncover themes and patterns revealed from the teachers’ perceptions of the Early Intervention Programs models in improving reading achievement in below average readers. Positive Themes: ◦ reduced class size and its benefits ◦ individualized tailored instruction ◦ intense focused instruction Dr. Valerie Harrison, Educationally Yours, LLC Negative Themes: ◦ ◦ ◦ missed instruction increased distractions teacher/student isolation large student attrition rate inadequate funding

Conclusions Research Question Four The augmented model was utilized by 191 students. More students where served by the augmented model than any other model in this study. Teachers’ perceptions reveals the most positive aspect of the augmented model is, two teachers are in the class environment and the pupil/teacher ratio is reduced. The negative aspect of the augmented models is teachers seldom have the opportunity to communicate, collaborate, or plan together, making it difficult to adequately prepare for the students. Dr. Valerie Harrison, Educationally Yours, LLC

Discussions The results of this analysis was consistent with early intervention reading research that states, early intervention is considered a viable solution for reducing reading difficulties in students who have not experienced success with reading in the elementary grades (Beswick, Stoat, & Willms, 2007; Vaughn & Wanzek, 2007; Vaughn, Wanzek, Murray, Scammacca, Linan-Thompson, & Woodruff, 2009). The results are consistent with the STAR Project (1985) and SAGE Project (1995), all students in the reduced class environment using the augmented intervention instructional model experienced academic benefits in all primary grades (Chapman, Iversen, & Tunmer, 2005; Finn, 2002; Graue, Hatch, Rao, & Oen, 2007; Konstantopulos, 2008; Januszka & Dixon-Krauss, 2008; Molnar, Smith, Zahorik, & et al. 1999; Whitmore-Schanzenbach, 2007; U. S. Department of Education, 2004). Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 50

Discussions Contrary to the STAR and SAGE studies, the first grade students in this EIP study who received regular classroom instruction performed better than the students who received instruction in a reduced class environment through the pullout and self-contained models. In the school district where this study was conducted, the EIP class size for the pullout and the self-contained models were increased from 14 to 18. The EIP class size for the augmented model remained constant at 14. This change may have contributed to the success of the augmented and traditional models of instruction in this study. It may have also accounted for the lack of significant gains in the students using the pullout and self-contained models at the first grade level. Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 51

Discussions Teachers in this study indicated that the pullout model was the most favorable model of EIP instruction for their below level readers The results of this study were contrary to the research on class size that revealed the pullout model is an effective way to address the needs of low performing students in the primary grades (Chapman, Iversen , & Tunmer, 2005; Finn, 2002; Konstantopulos, 2008; Januszka & Dixon-Krauss, 2008; Whitmore-Schanzenbach, 2007). Contrary to teachers perceptions and the research, in this study the pullout model was the least effective model at the second grade level. Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 52

Discussions The research is clear regarding the positive effects of class size reduction. When implemented early in a student’s academic career the gains in reading achievement can be significant (Finn, 2002; Finn et al. , 2001; Graue, Hatch, Rao, & Oen, 2007; Graue & Rauscher, 2009; Hedges, Konstantopoulos, & Nye, 2004). The results of a reduced class environment are not only beneficial for students; studies reveal positive effect on teacher performance as well. These studies indicate that reducing class size resulted in increased teacher collaboration, improved job satisfaction, and reduced teacher stress (Finn, 2002; U. S. Department of Education, 2004). Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 53

Summary of Findings The results consistently indicated that students taught using the augmented model scored significantly higher on the reading benchmark post-test than students taught using the other models of instruction. Dr. Valerie Harrison, Educationally Yours, LLC

Implications for Practice School administrators should investigate the use of the augmented model to address the needs of their at-risk readers. Schools using the augmented model should receive training on how to effective work in the augmented or team teaching environment. Teachers of EIP students should receive yearly professional development on appropriate instructional strategies for below level readers that address students’ individual learning styles and preferences. Dr. Valerie Harrison, Educationally Yours, LLC

Implications for Practice School administrators and teachers should receive training on how to effectively implement EIP in accordance with the guidance set by the Georgia Department of Education. Doing so will help schools maximize funding opportunities, generating more funds for EIP teachers. District administrators should consider reducing the EIP class size for pullout and self-contained to the accepted state number of 14 students. Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 56

Implications for Research This study examined only EIP students in grade 1 -3. Further research should be conducted as a follow-up study to examine the effects of the intervention models on students in grades Kindergarten, four, and five. This study explored the use of three of the five possible models used to deliver EIP instruction. Further research should be conducted to determine the effects of the reduced -class and Reading Recovery models of EIP instruction in improving reading achievement. Dr. Valerie Harrison, Educationally Yours, LLC

Implications for Research EIP is a program that addresses the need of student who are performing below grade level in reading and math. Further research should be conduct to examine the success of the program with at-risk math students. Further research should be conducted regarding the most effecting reading strategies currently being used in the schools in this study that demonstrated success with the augmented model. Dr. Valerie Harrison, Educationally Yours, LLC 3/16/2018 58

Recommendations The effectiveness of the program can improve with appropriate teacher training on the use of the augmented model (team teaching). In addition to teachers receiving training on the effective use of team teaching, school administration must also provide the time within the school day for the augmented teachers to plan and collaborate. It is evident from the research that intervention for at-risk readers is most effective when it occurs during the early primary grades. Schools should considers putting the instructional support for EIP in the primary grades. State and local governments should consider reinstating the funding to support reducing class sizes for at-risk readers (Chapman, Iversen & Tunmer, 2005; Januszka & Dixon-Krauss, 2008; Konstantopulos, 2008). Dr. Valerie Harrison, Educationally Yours, LLC

Recommendations According to research, instruction presented to at-risk readers should be: Delivered in a small group setting Prescribed curriculum focused on all areas of reading taught through appropriate grade level text Phonemic awareness Phonics Comprehension Vocabulary Fluency Targeted towards specific deficiencies Intense to accelerate students to grade level performance within an academic year Tailored to meets the individual learning characteristics of the students Include reading instructional level text daily Dr. Valerie Harrison, Educationally Yours, LLC Ansalone & Chen, 2008; Bird, Romanelli, Ryan, 2009; Kolb & Kolb, 2009; Torgesen, 2004; Vaughn & Wanzek, 2007; Woodward &Talbert-Johnson, 2009; U. S. Department of Education, 2006

Q&A Dr. Valerie Harrison Educationally Yours, LLC 770 -845 -8564 educationallyyoursllc@gmail. com educationallyyoursllc. com Dr. Valerie Harrison, Educationally Yours, LLC