Precision Reading Interventions for Key Stage 1 Literacy Progress
DOI:
https://doi.org/10.5281/zenodo.22931150Keywords:
Bayesian hierarchical modeling, comprehension, Key Stage 1, literacy progress, precision reading intervention, reading fluencyAbstract
This study traced literacy growth among Key Stage 1 learners receiving precision reading interventions in Santa Maria, Isabela, with emphasis on how targeted instructional practices shaped changes in foundational reading performance. A prospective micro-longitudinal intervention-response design was employed involving 24 Key Stage 1 teachers and 36 Grades 1 to 3 learners receiving structured reading support. Data were gathered through the Precision Reading Intervention Scale and repeated literacy progress probes covering decoding, word recognition, oral reading fluency, and comprehension. Bayesian hierarchical growth modeling was used to estimate learner trajectories and determine the contribution of intervention precision to literacy development. Results showed consistent gains across all literacy domains, with the strongest improvements recorded in word recognition and decoding. Oral reading fluency also increased substantially, while comprehension remained the most persistent area of difficulty. The probability that intervention precision positively influenced literacy performance was 98.3%, while its interaction with early growth showed a 99.7% probability of a positive effect. By the endpoint, 66.7% of learners had reached the grade-level literacy reference, although one-third remained below the expected level. The findings demonstrated that targeted, skill-specific, and responsive reading support strengthened early literacy development, but sustained instructional adjustment was necessary for learners with persistent comprehension and fluency difficulties. Schools should strengthen progress monitoring, comprehension-focused intervention, and individualized instructional response to support more durable literacy growth.
Downloads
References
Anderson, S., Jungjohann, J., & Gebhardt, M. (2020). Effects of using curriculum-based measurement (CBM) for progress monitoring in reading and an additive reading instruction in second classes. Zeitschrift für Grundschulforschung, 13, 151–166.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.
Department of Education. (2026). Reading intervention ng DepEd, naghatid ng positibong resulta sa early-grade learners. Department of Education.
Donnelly, P. M., Huber, E., & Yeatman, J. D. (2019). Intensive summer intervention drives linear growth of reading skill in struggling readers. Frontiers in Psychology, 10, 1900. https://doi.org/10.3389/fpsyg.2019.01900
Espinas, D. R., & Fuchs, L. S. (2022). Data-based individualization in reading. The Reading League Journal, 3(1), 4–13.
Filderman, M. J., Toste, J. R., Didion, L. A., Peng, P., & Clemens, N. H. (2018). Data-based decision making in reading interventions: A synthesis and meta-analysis of the effects for struggling readers. The Journal of Special Education, 52(3), 174–187.
Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Meta-analysis of the impact of reading interventions for students in the primary grades. Journal of Research on Educational Effectiveness, 13(2), 401–427.
Gesel, S. A., & Lemons, C. J. (2020). Comparing schedules of progress monitoring using curriculum-based measurement in reading: A replication study. Exceptional Children, 87(1), 92–112.
Graham, J., & Kelly, S. (2019). How effective are early grade reading interventions? A review of the evidence. Educational Research Review, 27, 155–175.
Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A. R., Cook, L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2023). Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta-analysis. Reading Research Quarterly, 58(2), 285–312.
Maki, K. E., & Hammerschmidt-Snidarich, S. (2022). Reading fluency intervention dosage: A novel meta-analysis and research synthesis. Journal of School Psychology, 92, 148–165.
Neitzel, A. J., Lake, C., Pellegrini, M., & Slavin, R. E. (2022). A synthesis of quantitative research on programs for struggling readers in elementary schools. Reading Research Quarterly, 57(1), 149–179.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
van de Schoot, R., Depaoli, S., King, R., Kramer, B., Märtens, K., Tadesse, M. G., Vannucci, M., Gelman, A., Veen, D., Willemsen, J., & Yau, C. (2021). Bayesian statistics and modelling. Nature Reviews Methods Primers, 1, Article 1. https://doi.org/10.1038/s43586-020-00001-2
Wiley, R. W., & Rapp, B. (2019). Statistical analysis in small-N designs: Using linear mixed-effects modeling for evaluating intervention effectiveness. Aphasiology, 33(1), 1–30. https://doi.org/10.1080/02687038.2018.1454884
World Bank & UNESCO. (2022). Philippines: Learning poverty brief. World Bank.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
