Idea Detectives Individualized Intervention in Reading Comprehension and Word Reading Based on Best Evidence From Cognitive Science
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:
- Provide explicit instruction in both word reading and reading comprehension, building sequentially from easier to more complex skills in increasingly complex text, with multiple opportunities for practice
- Include daily guided application of comprehension and decoding skills/strategies in engaging connected text
- Be designed to support active student involvement and motivation through collaborative grouping and incorporation of hands-on activities
- Place heavy emphasis on teacher scaffolding and feedback
- Support data-based individualization of instruction using end-of-unit mastery tests with decision guidelines for making curriculum adjustments
- Incorporate characteristics and activities designed to support self-regulation and motivation
- Incorporate evidence-based practices to support English learners
CLI Faculty:
Tricia Zucker, Ph.D.Principal Investigator:
Carolyn Denton, PhD, University of Texas Health Science Center at Houston (UTHealth Houston)Co-Investigator:
Tricia Zucker, Ph.D.Participating Sites:
The study is being conducted in schools in Houston-area schools.
