Program Description

"Through professional development and online coaching, Targeted Reading Instruction (TRI) helps teachers refine their instructional practice as they work one-on-one with a beginning reader. Teachers adapt TRI activities to match the specific needs of each student, rapidly accelerating reading progress."

Cost

Must contact publisher for pricing.

Intended Population

• Intervention

Grade

• Elementary School

Intended Group Size

• Individual

ELL/DLL

• Unspecified

Multisensory Applications

• No

Computer-Based Delivery

• Full

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Literature review revealed studies in which students whose teacher's participated in the Targeted Reading Intervention had significant gains in Letter-Word Identification, spelling of sounds, passage comprehension, and vocabulary. One study found that students whose teachers participated in the Targeted Reading Intervention and who scored the lowest on a baseline measure of vocabulary had the highest scores on end of the year decoding measures. Overall, the Targeted Reading Intervention was found to be effective in producing reading gains in students with reading difficulties.

Study Citations

Amendum, S., Vernon-Feagans, L., & Ginsberg, M. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention: The Targeted Reading intervention. The Elementary School Journal, 112(1), 107-131. doi: 10.1086/660684

Bratsch-Hines, M., Vernon-Feagans, L., Pedonti, S., & Varghese, C. (2020). Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary. Learning Disability Quarterly, 43(4), 214–226. https://doi.org/10.1177/0731948719858683

Vernon-Feagans, L., Bratsch-Hines, M., Varghese, C., Bean, A., & Hedrick, A. (2015). The Targeted Reading Intervention: Face-to-Face vs. Webcam Literacy Coaching of Classroom Teachers. Learning Disabilities Research & Practice, 30(3), 135–147. doi:10.1111/ldrp.12062 

Vernon-Feagans, L., Bratsch-Hines, M., Varghese, C., Cutrer, E. A., & Garwood, J. D. (2018). Improving Struggling Readers’ Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention. The Elementary School Journal, 118(4), 525–548. doi:10.1086/697491 

Vernon-Feagans, L. Kainz, K., Amendum, S., Ginsberg M., Wood, T., & Bock A. (2012). Targeted Reading Intervention: A coaching model to help classroom teachers with struggling readers. Learning Disability, 35(2), 102-114. doi: 10.1177/0731948711434048

Evidence Base (ESSA)

• Strong

Evidence-Based Practice (EBP)

• Evidence-based practice