UURC Research Base
Tier 1 Models
Tier 2 Models
Assessments
General Notes
A robust set of evidence-based studies undergirds UURC basic intervention models: Early Steps℠, Next Steps℠, and Higher Steps℠, as well as assessment instruments.
Study results include:
- U Steps models
- Effect sizes between 0.5 and 1.2.
- Early Steps℠
- At risk Grade 1 intervention students finished the school year averaging between G1-mid and G1-end reading level.
- 95 sessions
- Non-intervention (control) Grade 1 students averaging G1-early reading level.
- 135 standard Tier1 sessions.
- At risk Grade 1 intervention students finished the school year averaging between G1-mid and G1-end reading level.
- Next Steps℠
- Intervention students finished the school year averaging a year's growth in reading level.
- 45 sessions
- Non-intervention (control) students averaging half-year's growth in reading level.
- 100 Tier1 sessions.
- Intervention students finished the school year averaging a year's growth in reading level.
- Small group
- no significant advantage for 1:1 over 1:3.
Tier 1 Text Research Base
Tier 1 Text Research: Books
Beck, I.L., McKeown, & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.
Component of Tier 1 Text & Higher Steps℠
Tier 1 Text Research: Peer-Reviewed Journals
Beck, I.L. & McKeown. (2001). Inviting students into the pursuit of meaning. Educational Psychology Review, 13(3), 255-241.
Component of Tier 1 Text
Beck, I.L., McKeown, & Kucan, L. (2013). Questioning the Author: A Yearlong Classroom Implementation to Engage Students with Text. Elementary School Journal, 96(4), 385-414. https://doi.org/10.1086/461835
Component of Tier 1 Text
Beck, I.L., McKeown, M.G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the Author: A Yearlong Classroom Implementation to Engage Students with Text. Elementary School Journal, 96(4), 385-414. https://doi.org/10.1086/461835
Component of Tier 1 Text
Boyles, N. (2012). Closing in on close reading. Educational Leadership, 70(4), 36-41. Assoc Supervision Curriculum Development.
Component of Tier 1 Text & Writing About Tier 1 Text
Brown, M. D. (2007). I’ll have mine annotated, please: Helping students make connections with texts. English Journal, 96(4), 73-78. https://doi.org/10.2307/30047169
Component of Tier 1 Text & Writing About Tier 1 Text
Dexter, D. D. & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34(1), 51-72. https://doi.org/10.1177/073194871103400104
Component of Tier 1 Text
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1-44. https://doi.org/10.1080/19345740802539200
Component of Tier 1 Text & Higher Steps℠
Elleman, A. M., Oslund, E. L., Griffin, N. M., & Myers, K. E. (2019). A review of middle school vocabulary interventions: Five research-based recommendations for practice. Language, Speech, and Hearing Services in Schools, 50(4), 477-492. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0145
Component of Tier 1 Text & Higher Steps℠
Fisher, D. & Frey, N. (2013). Annotation: Noting evidence for later use. Principal Leadership, 13(6), 49.
Component of Tier 1 Text & Writing About Tier 1 Text
Fisher, D. & Frey, N. (2014). Close reading as an intervention for struggling middle school readers. Journal of Adolescent & Adult Literacy, 57(5), 367-376. https://doi.org/10.1002/jaal.266
Component of Tier 1 Text & Writing About Tier 1 Text
Fisher, D. & Frey, N. (2015). Improve reading with complex texts. Phi Delta Kappan, 96(5), 56-61. https://doi.org/10.1177/0031721715569472
Component of Tier 1 Text & Writing About Tier 1 Text
Fung, P-C., Chow, B.W-Y., & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong. Journal of Deaf Studies and Deaf Education, 10(1), 385-414. https://doi.org/10.1093/deafed/eni005
Component of Tier 1 Text
Hillocks, G., Jr. (1987, May). Synthesis of Research on Teaching Writing. Educational Leadership, 44(8), 71-82. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198705_hillocks.pdf
Component of Tier 1 Text & Writing About Tier 1 Text
Kim, A.-H., Vaughn, S., Wanzek, J., & Shangjin Wei. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2), 105-118. https://doi.org/10.1177/00222194040370020201
Component of Tier 1 Text
Kuhn, M. (2020). Whole class or small group fluency instruction: A tutorial of four effective approaches. Education Sciences, 10, 145. https://doi.org/10.3390/educsci10050145
Component of Tier 1 Text & Higher Steps℠
Kuhn, M.R. & Schwanenflugel, P.J. (2009). Time, Engagement, and Support: Lessons from a Four-Year Fluency Intervention. In E.H. Hiebert (ed.), Reading More, Reading Better 141-160. New York: Guilford. http://www.guilford.com/books/Reading-More-Reading-Better/Elfrieda-Hiebert/9781606232859/contents
Support for Tier 1 Text
Kuhn, M.R., Schwanenflugel, P.J., Morris, R.D., Morrow, L.M., Woo, D.G., Meisinger, E.B., Sevcik, R.A., Bradley, B.A., & Stahl, S.A. (2006). Teaching Children to Become Fluent and Automatic Readers. Journal of Literacy Research, 38(4), 357-387. https://doi.org/10.1207/s15548430jlr3804_1
Component of Tier 1 Text
Support for Tier 1 Text
Lever, R. & Senechal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners' oral narrative construction. Journal of Experimental Child Psychology, 10(1), 1-24. https://doi.org/10.1016/j.jecp.2010.07.002
Component of Tier 1 Text
McKeown, M.G. & Beck, I.L. (2003). Taking advantage of read-alouds to help children make sense of decontextualized language. On reading books to children: Parents and teachers, 59-176.
Component of Tier 1 Text
McKeown, M.G., Beck, I.L., & Blake, R.G. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218-255. https://doi.org/10.1598/rrq.44.3.1
Component of Tier 1 Text
McKeown, M. G., Crosson, A. C., Moore, D. W., & Beck, I. L. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research Journal, 55(3), 572-616. https://doi.org/10.3102/0002831217744181
Component of Tier 1 Text & Higher Steps℠
Nagy, W.E., Anderson, R.C., & Herman, P.A. (2009). Learning word meanings from context during normal reading. American Educational Research Journal, 24 (2), 237-270.
Component of Tier 1 Text
Nagy, W. & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91-108. https://doi.org/10.1002/RRQ.011
Component of Tier 1 Text & Higher Steps℠
Pillinger, C. & Vardy, E. (2022). The story so far: A systematic review of the dialogic reading literature. Journal of Research in Reading, 45(4), 533-548. https://doi.org/10.1111/1467-9817.12407
Component of Tier 1 Text
Porter-O’Donnell C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 93(5), 82-89. https://doi.org/10.2307/4128941
Component of Tier 1 Text & Writing About Tier 1 Text
Rahn, N., Grygas-Coogle, C., & Storie, S. (2016). Preschool children's use of thematic vocabulary during dialogic reading and activity-based intervention. The Journal of Special Education, 50(2), 98-108. https://doi.org/10.1177/002246691562220
Component of Tier 1 Text
Rasinski, T. V., Padak, N. D., McKeon, C. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22-27. https://doi.org/10.1598/JAAL.49.1.3
Component of Tier 1 Text & Higher Steps℠
Senechal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differently related to grade 4 reading comprehension, fluency and reading for pleasure. Scientific Studies of Reading, 10(1), 59-87. http://doi.org/10.1207/s1532799xssr1001_4
Support for Tier 1 Text
Support for Tier 1 Text
Support for Tier 1 Text
Support for Tier 1 Text
Support for Tier 1 Text
Support for Tier 1 Text
Stahl, K.A.D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. The Reading Teacher, 57(7), 598-609.
Component of Tier 1 Text
Stahl, S.A. & Heubach, K, M. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25-60. https://doi.org/10.1207/s15548430jlr3701_2
Component of Tier 1 Text
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-261.
Component of Tier 1 Text, Next Steps℠ & Higher Steps℠
Towsen, J. & Gallagher, P. (2014). Training head start parents in dialogic reading to improve outcomes for children. International Journal of Child Health Human Development, 7(3), 287-296. https://www.researchgate.net/publication/326552523_Training_Head_Start_parents_in_dialogic_reading_to_improve_outcomes_for_children
Component of Tier 1 Text
Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77-93. http://www.jstor.org/stable/23343540
Component of Tier 1 Text & Higher Steps℠
Whitehurst, G.L., Falco, F.L., Lonigan, C.J., Fischel, J.E., DeBaryshe, B.D., Valdez-Menchaca, M.C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559. https://doi.org/10.1037/0012-1649.24.4.552
Component of Tier 1 Text
Williams, J.P., Kao, J.C., Pao, L.S., Ordynans, J.G., Atkins, J.G., Cheng, R., & DeBonis, D. (2016). Close analysis of texts with structure (CATS): An intervention to teach reading comprehension to at-risk second-graders. Journal of Educational Psychology, 198(8), 1061-1077. https://doi.org/10.1037/edu0000117
Component of Tier 1 Text
Tier 1 Text Research: Peer-Reviewed Conferences
Kocherhans, S.N., & Opatz, M.O. (2022, November). Crossing the Boundaries of Reading Intervention: The Pursuit to Provide Equitable Reading Intervention with Middle Schoolers. Roundtable presented at the annual meeting of the Literacy Research Association, Phoenix.
Component of Tier 1 Text
Kocherhans, S.N., Opatz, M.O., & Hansen, S. (2024, December). Empowering Middle School Teachers and Students with a Comprehensive Tier 1 Reading Intervention. Roundtable presented at the annual meeting of the Literacy Research Association, Atlanta.
Component of Tier 1 Text
Kocherhans, S.N., Opatz, M.O., Hansen, S., Fields, M.K., & Patrick, K.C. (2025, February). Impact of Tier 2 Reading Intervention on Multilingual Learners. Paper presented at the annual meeting of the Winter Text & Discourse (WT&D) Conference, Boulder, Colorado. [PDF format]
Component of Tier 1 Text
Patrick, K.C., Kocherhans, S.N., Fields, M.K., & Craig, G.T. (2025, July). Improving Reading Achievement of G3-12 Readers Through a Multicomponent Reading Intervention Incorporating Assisted Reading of Complex Text and Explicit Academic Vocabulary Instruction. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Calgary. [PDF format]
Component of Tier 1 Text
Tier 1 Text Research: Public Conferences
Brown, K. (2016, Aug.). Repeated Readings: What Can We Learn From Eye Movements?. Presented at the University of Utah Reading Clinic. [PowerPoint format] [PDF format]
Support for Tier 1 Text
Brown, K.J. (2013, September). Making Tier I Text accessible: For Improved Fluency & Comprehension. Paper presented at the annual meeting of the Utah Council of the International Reading
Association, Salt Lake City, UT. [PowerPoint format]
[Handout 1] [Handout 2]
Direct study of Tier 1 Text
Tier 1 Word Study Research Base
Tier 1 Word Study Research: Peer-Reviewed Journals
Crosson, A.C., McKeown, M.G., Robbins, K.P., & Brown, K.J. (2020). Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents. Journal of Research in Reading, 44(1). https://doi.org/10.1111/1467-9817.12323
Component of Tier 1 Word Study
Crosson, A.C., McKeown, M.G., Robbins, K.P., & Brown, K.J. (2019). Key elements of robust vocabulary instruction for emergent bilingual adolescents. Language, Speech, and Hearing in Schools, 50(4), 493-505. https://doi.org/10.1044/2019_lshss-voia-18-0127
Component of Tier 1 Word Study
Tier 1 Word Study Research: Peer-Reviewed Conferences
Kocherhans, S.N., Opatz, M.O., Gale, M.C., & Patrick, K.C. (2025, February). Wordplay in the Classroom: Using Morphology to Strengthen Middle School Reading. Breakout session presented at the annual meeting of the Utah Council of Teachers of English (Northern Conference), Sandy, Utah.
Component of Tier 1 Word Study
Kocherhans, S.N., Opatz, M.O., Gale, M.C., & Patrick, K.C. (2025, March). Wordplay in the Classroom: Using Morphology to Strengthen Middle School Reading. Breakout session presented at the annual meeting of the Utah Council of Teachers of English (Southern Conference), Cedar City, Utah.
Component of Tier 1 Word Study
Tier 1 Word Study Research: Public Conferences
Writing About Tier 1 Text Research Base
Writing About Tier 1 Text Research: Peer-Reviewed Journals
Boyles, N. (2012). Closing in on close reading. Educational Leadership, 70(4), 36-41. Assoc Supervision Curriculum Development.
Component of Tier 1 Text & Writing About Tier 1 Text
Brown, M. D. (2007). I’ll have mine annotated, please: Helping students make connections with texts. English Journal, 96(4), 73-78. https://doi.org/10.2307/30047169
Component of Tier 1 Text & Writing About Tier 1 Text
Fisher, D. & Frey, N. (2013). Annotation: Noting evidence for later use. Principal Leadership, 13(6), 49.
Component of Tier 1 Text & Writing About Tier 1 Text
Fisher, D. & Frey, N. (2014). Close reading as an intervention for struggling middle school readers. Journal of Adolescent & Adult Literacy, 57(5), 367-376. https://doi.org/10.1002/jaal.266
Component of Tier 1 Text & Writing About Tier 1 Text
Fisher, D. & Frey, N. (2015). Improve reading with complex texts. Phi Delta Kappan, 96(5), 56-61. https://doi.org/10.1177/0031721715569472
Component of Tier 1 Text & Writing About Tier 1 Text
Graham, S., Harris, K. R., & Chambers, A. B. (2016). Evidence-based practice and writing instruction: A review of reviews. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.). Handbook of writing research (2nd ed., pp. 211–226). The Guilford Press.
Support for Writing About Tier 1 Text
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896. https://doi.org/10.1037/a0029185
Support for Writing About Tier 1 Text
Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. https://doi.org/10.1037/0022-0663.99.3.445
Support for Writing About Tier 1 Text
Hillocks, G., Jr. (1987, May). Synthesis of Research on Teaching Writing. Educational Leadership, 44(8), 71-82. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198705_hillocks.pdf
Component of Tier 1 Text & Writing About Tier 1 Text
MacArthur, C. A. & Graham, S. (2016). Writing research from a cognitive perspective. . In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 24–40). The Guilford Press.
Support for Writing About Tier 1 Text
Porter-O’Donnell C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 93(5), 82-89. https://doi.org/10.2307/4128941
Component of Tier 1 Text & Writing About Tier 1 Text
Writing About Tier 1 Text Research: Peer-Reviewed Conferences
Writing About Tier 1 Text Research: Public Conferences
Robbins, K. (2016, Aug.). Writing About Tier I Text. Presented at the University of Utah Reading Clinic. [PowerPoint format] [PDF format]
Support for Writing About Tier 1 Text
First & Early Steps℠ Research Base
First & Early Steps℠ Research: Peer-Reviewed Journals
Boyer, N. & Ehri, L.C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440-470. https://doi.org/10.1080/10888438.2010.520778
Component of Early Steps℠ & Next Steps℠
Brown, K.J. (1999/2000). What kind of text for whom, and when? Textual scaffolding for beginning readers. The Reading Teacher, 53(4), 292-307. https://www.jstor.org/stable/20204794
Component of Early Steps℠, Next Steps℠ & Higher Steps℠
Brown, K.J. (2003). What do I say when they get stuck on a word? Aligning prompts with students’ development during guided reading. The Reading Teacher, 56(8), 720-733. https://www.jstor.org/stable/20205283
Component of Early Steps℠
Brown, K.J., Patrick, K.C., Fields, M.K., & Craig, G.T. (2021). Phonological awareness materials in Utah kindergartens: A case study in the science of reading. Reading Research Quarterly, 56(51). https://doi.org/10.1002/rrq.386
Component of Early Steps℠
Direct study of early version of Early Steps℠ (Book Buddies)
Notice effect size of .1.29
Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), 148-182. https://doi.org/10.1598/rrq.40.2.2
Direct study of early version of Early Steps℠ (Responsive Reading)
Notice effect sizes ranging from .39-.60
Morris, D. (2006). Using noncertified tutors to work with at-risk readers: An evidence-based model. Elementary School Journal, 106(4), 351-362. https://doi.org/10.1086/503636
Direct study of early version of Early Steps℠ & Next Steps℠ (Howard Street)
Notice effect sizes ranging from .30-1.12
Morris, D., Bloodgood, J.W., Lomax, R.G., & Perney, J. (2003). Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly, 38(3), 302-328. https://doi.org/10.1598/rrq.38.3.1
Direct study of early version of Early Steps℠ & Next Steps℠ (Howard Street)
Morris, D., Tyner, B., & Perney, J. (2000). Early Steps: Replicating the effects of a first-grade reading intervention program. Journal of Educational Psychology, 92(4), 681-693. https://doi.org/10.1037/0022-0663.92.4.681
Direct study of Early Steps℠
Notice effect sizes ranging from .42-.94
Santa, C. & Høien, T. (1999). An assessment of Early Steps: A program for early intervention of reading problems. Reading Research Quarterly, 34(1), 54-79. https://doi.org/10.1598/rrq.34.1.4
Direct study of early version of Early Steps℠
Notice effect sizes ranging from .50-.70; 1.0-1.8 for high-risk children [lowest pretest
scores]
First & Early Steps℠ Research: Peer-Reviewed Conferences
Brown, K.J., Fields, M.K., & Craig, G.T. (2014, July). At-Risk Beginning Readers: Implications for Tier II Economies of Scale. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Santa Fe, NM. [PowerPoint format]
Direct study of Early Steps℠ (small group vs 1:1)
Brown, K.J., Fields, M.K., Lowe, S., Skidmore, D. Van Gorder, D., & Weinstein, C. (2001, June). The benefits of intervention for at-risk 1st graders: What happens in 2nd grade? Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Boulder, CO.
Direct study of Early Steps℠ and Next Steps℠
Brown, K.J., Reynolds, V., Lowe, S., Skidmore, D., Van Gorder, D., Patillo, S., Weinstein, C., World, J., & Morris, A. (2000, July). Early Steps intervention in schools with explicit code instruction: Is it effective? Does isolated phonological awareness instruction increase effectiveness? Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Stockholm, Sweden. [PowerPoint format]
Direct study of Early Steps℠
First & Early Steps℠ Research: Public Conferences
Brown, K.J. (2022, June). Reviewing Kindergarten Phonological Awareness Materials with Dr. Kathleen Brown. Teaching Literacy Podcast Episode 35. J. Downs, Interviewer. [Apple] [Spotify]
Support for Early Steps℠
Brown, K.J., Fields, M.K., Craig, G.T., & Robbins, K.P. (2018, July). Longitudinal replication of a Tier II intervention model for struggling readers across grades 1 - 12. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Brighton, UK. [PowerPoint format]
Direct study of Early Steps℠ and Next Steps℠ across 14 years of intervention.
Notice effect sizes ranging from .51-1.18
Fields, M., Brown, K.J., & Craig, G. (2013, August). Maintaining the Power of One-on-One in a Group of Four: Early Steps Quads. Paper presented at the annual trainer retreat of the University of Utah Reading Clinic, Murray, UT. [PowerPoint format]
Direct study of Early Steps℠ (small group vs 1:1)
Brown, K.J. (2012, September). Neutralizing Pendulum Swings: What Reading Teachers Can Do. Paper presented at the annual meeting of the Utah Council of the International Reading Association, Ogden, UT. [PowerPoint format]
Support for Early Steps℠, Next Steps℠ & Higher Steps℠
Brown, K.J. (2007, March 2) Reading Words: The Instructional Road to Automaticity Presentation at the Utah Branch of the International Dyslexia Association in Salt Lake City, UT. [PowerPoint format]
Support for Early Steps℠, Next Steps℠ & Higher Steps℠
Brown, K.J. (2006, November). What kind of intervention for whom, and when?: Responses of English language learners to intervention. Paper presented at the annual meeting of the Utah Council of the International Reading Association, Salt Lake City, UT. [PowerPoint format]
Direct study of Early Steps℠
Brown, K.J.(2006, March 2) What should I say when they get stuck on a word? Presentation at the Utah Branch of the International Dyslexia Association in Sandy, UT. [PowerPoint format]
Support for Early Steps℠ & Next Steps℠
Brown, K.J.(2004, June 7) Who are struggling readers and what do they need? [Outline]. Keynote Speech in Vernal, UT. [PowerPoint format]
Support for Early Steps℠ & Next Steps℠
Next Steps℠ Research Base
Next Steps℠ Research: Peer-Reviewed Journals
Brown, K.J. (1999/2000). What kind of text for whom, and when? Textual scaffolding for beginning readers. The Reading Teacher, 53(4), 292-307. https://www.jstor.org/stable/20204794
Component of Early Steps℠, Next Steps℠ & Higher Steps℠
Brown, K.J., Morris, D., & Fields, M.K. (2005). Intervention after grade one: Serving increased numbers of struggling readers effectively. Journal of Literacy Research, 37(1), 61-94. https://doi.org/10.1207/s15548430jlr3701_3
Direct study of Next Steps℠
Notice effect sizes ranging from .51-1.18
Morris, D. (2006). Using noncertified tutors to work with at-risk readers: An evidence-based model. Elementary School Journal, 106(4), 351-362. https://doi.org/10.1086/503636
Direct study of early version of Early Steps℠ & Next Steps℠ (Howard Street)
Notice effect sizes ranging from .30-1.12
Morris, D., Bloodgood, J.W., Lomax, R.G., & Perney, J. (2003). Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly, 38(3), 302-328. https://doi.org/10.1598/rrq.38.3.1
Direct study of early version of Early Steps℠ & Next Steps℠ (Howard Street)
Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. Elementary School Journal, 91(2), 133-150. https://doi.org/10.1086/461642
Direct study of early version of Next Steps℠ (Howard Street)
Schwanenflugel, P.J., Meisinger, E.B., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P., & Morris, R.D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496-522. https://doi.org/10.1598/rrq.41.4.4
Component of Next Steps℠ & Higher Steps℠
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-261.
Component of Tier 1 Text, Next Steps℠ & Higher Steps℠
Next Steps℠ Research: Peer-Reviewed Conferences
Brown, K.J., Fields, M.K., Craig, G.T., & Morris, R.D. (2008, July). Maintaining the Power of One-on-One in a Group of Three: Next Steps Triads. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Asheville, NC. [PowerPoint format]
Direct study of Next Steps℠ (small group vs 1:1)
Brown, K.J., Fields, M.K., Craig, G.T., & Robbins, K.P. (2018, July). Longitudinal replication of a Tier II intervention model for struggling readers across grades 1 - 12. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Brighton, UK. [PowerPoint format]
Direct study of Early Steps℠ and Next Steps℠ across 14 years of intervention.
Notice effect sizes ranging from .51-1.18
Brown, K.J., Fields, M.K., & Morris, R.D. (2006, December). Valid, Reliable & Efficient: A Psychometric Evaluation of "Flash" Word Recognition and "NSSI" Passage Reading Measures. Paper presented at the annual meeting of the American Reading Forum, Sanibel, FL. [PowerPoint format]
Direct study of Next Steps℠ and Flash assessment
Brown, K.J., Fields, M.K., Lowe, S., Skidmore, D. Van Gorder, D., & Weinstein, C. (2001, June). The benefits of intervention for at-risk 1st graders: What happens in 2nd grade? Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Boulder, CO.
Direct study of Early Steps℠ and Next Steps℠
Brown, K.J., Morris, R.D., Fields, M.K., Lowe, S., Skidmore, D. Van Gorder, D., Weinstein, C., Robertson, J., & Brock,U. (2003, June). The Virginia Intervention Model: Evaluating its effectiveness for struggling readers who speak English as a second language. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Boulder, CO. [PowerPoint format]
Direct study of Next Steps℠
Notice effect sizes ranging from .54-.81
Next Steps℠ Research: Public Conferences
Brown, K.J. (2012, September). Neutralizing Pendulum Swings: What Reading Teachers Can Do. Paper presented at the annual meeting of the Utah Council of the International Reading Association, Ogden, UT. [PowerPoint format]
Support for Early Steps℠, Next Steps℠ & Higher Steps℠
Brown, K.J. (2007, March 2) Reading Words: The Instructional Road to Automaticity Presentation at the Utah Branch of the International Dyslexia Association in Salt Lake City, UT. [PowerPoint format]
Support for Early Steps℠, Next Steps℠ & Higher Steps℠
Brown, K.J.(2006, March 2) What should I say when they get stuck on a word? Presentation at the Utah Branch of the International Dyslexia Association in Sandy, UT. [PowerPoint format]
Support for Early Steps℠ & Next Steps℠
Brown, K.J.(2004, June 7) Who are struggling readers and what do they need? [Outline]. Keynote Speech in Vernal, UT. [PowerPoint format]
Support for Early Steps℠ & Next Steps℠
Higher Steps℠ Research Base
Higher Steps℠ Research: Books
Beck, I.L., McKeown, & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.
Component of Tier 1 Text & Higher Steps℠
Higher Steps℠ Research: Peer-Reviewed Journals
Brown, K.J. (1999/2000). What kind of text for whom, and when? Textual scaffolding for beginning readers. The Reading Teacher, 53(4), 292-307. https://www.jstor.org/stable/20204794
Component of Early Steps℠, Next Steps℠ & Higher Steps℠
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1-44. https://doi.org/10.1080/19345740802539200
Component of Tier 1 Text & Higher Steps℠
Elleman, A. M., Oslund, E. L., Griffin, N. M., & Myers, K. E. (2019). A review of middle school vocabulary interventions: Five research-based recommendations for practice. Language, Speech, and Hearing Services in Schools, 50(4), 477-492. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0145
Component of Tier 1 Text & Higher Steps℠
Kuhn, M. (2020). Whole class or small group fluency instruction: A tutorial of four effective approaches. Education Sciences, 10, 145. https://doi.org/10.3390/educsci10050145
Component of Tier 1 Text & Higher Steps℠
McKeown, M. G., Crosson, A. C., Moore, D. W., & Beck, I. L. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research Journal, 55(3), 572-616. https://doi.org/10.3102/0002831217744181
Component of Tier 1 Text & Higher Steps℠
Nagy, W. & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91-108. https://doi.org/10.1002/RRQ.011
Component of Tier 1 Text & Higher Steps℠
Opatz, M.O. & Kocherhans, S. (2023). Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement. Journal of Adolescent & Adult Literacy, 67(5), 294-302. https://doi.org/10.1002/jaal.1333
Direct study of Higher Steps℠
Notice effect sizes ranging from .59-1.37
Pyle, N., Vasquez, A., Lignugaris/Kraft, B., Gillam, S., Reutzel, D., Olszewski, A., Segura, H., Hartzheim, D. Laing, W., & Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. Reading Research Quarterly, 52(4), 469-501. https://doi.org/10.1002/rrq.179
Component of Higher Steps℠
Rasinski, T. V., Padak, N. D., McKeon, C. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22-27. https://doi.org/10.1598/JAAL.49.1.3
Component of Tier 1 Text & Higher Steps℠
Schwanenflugel, P.J., Meisinger, E.B., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P., & Morris, R.D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496-522. https://doi.org/10.1598/rrq.41.4.4
Component of Next Steps℠ & Higher Steps℠
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-261.
Component of Tier 1 Text, Next Steps℠ & Higher Steps℠
Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77-93. http://www.jstor.org/stable/23343540
Component of Tier 1 Text & Higher Steps℠
Higher Steps℠ Research: Peer-Reviewed Conferences
Higher Steps℠ Research: Public Conferences
Brown, K.J. (2012, September). Neutralizing Pendulum Swings: What Reading Teachers Can Do. Paper presented at the annual meeting of the Utah Council of the International Reading Association, Ogden, UT. [PowerPoint format]
Support for Early Steps℠, Next Steps℠ & Higher Steps℠
Brown, K.J. (2007, March 2) Reading Words: The Instructional Road to Automaticity Presentation at the Utah Branch of the International Dyslexia Association in Salt Lake City, UT. [PowerPoint format]
Support for Early Steps℠, Next Steps℠ & Higher Steps℠
Assessments Research Base
Assessments Research: Peer-Reviewed Journals
Frye, E. & Gosky, R. (2012). Rapid word recognition as a measure of word-level automaticity and its relation to other measures of reading. Reading Psychology, 33(4), 1-17. https://doi.org/10.1080/02702711.2010.521670
Support for "Flash" Assessment
Morris, D., Bloodgood, J., Perney, J., Frye, E.M., Kucan, L., Trathen, W., Ward, D., & Schlagal, R. (2011). Validating craft knowledge: An empirical examination of elementary-grade students’ performance on an informal reading assessment. Elementary School Journal, 112(2), 205-233. https://doi.org/10.1086/661522
Direct study of RLA assessment
Morris, D., Pennell, A.M., Perney, J., & Trathen, W. (2018). Using subjective and objective measures to predict level of fluency at the end of first grade. Reading Psychology, 39(3), 253-270. https://doi.org/10.1080/02702711.2017.1418466
Direct study of RLA assessment
Morris, D., Trathen, W., Gill, T., Perney, J., Schlagal, R., Ward, D., & Frye, E.M. (2019). Reading instructional level from a print-processing perspective. Reading and Writing Quarterly, 35(6), 556-571. https://doi.org/10.1080/10573569.2019.1598311
Direct study of RLA assessment
Morris, D., Trathen, W., Gill, T., Schlagal, R., Ward, D., & Frye, E.M. (2017). Assessing reading rate in the primary grades (1-3). Reading Psychology, 38(7), 653-672. https://doi.org/10.1080/02702711.2017.1323057
Direct study of RLA assessment
Morris, D., Trathen, W., Lomax, R. G., Perney, J., Kucan, L., Frye, E., Bloodgood, J., Ward, D., & Schlagal, R. (2012). Modeling aspects of print-processing skill: Implications for reading assessment. Reading and Writing: An Interdisciplinary Journal, 25, 189-215. https://doi.org/10.1007/s11145-010-9253-z
Support for "Flash", RLA, & Schlagel Spelling assessments
Morris, D., Trathen, W., Perney, J., Gill, T., Schlagal, R., Ward, D., & Frye, E.M. (2017). Three DIBELS tasks vs. three informal reading/spelling tasks: A comparison of predictive validity. Reading Psychology, 38(3), 289-320. https://doi.org/10.1080/02702711.2016.1263700
Direct study of RLA assessment
Assessments Research: Peer-Reviewed Conferences
Allen, E.A. & Rogers, L. (2008, November). Measuring reading comprehension in groups: A test of the Test of Silent Contextual Reading Fluency. Paper presented at the International Dyslexia Association Annual Convention, Seattle, WA.
Direct study of TOSCRF assessment
Brown, K.J., Fields, M.K., & Morris, R.D. (2006, December). Valid, Reliable & Efficient: A Psychometric Evaluation of "Flash" Word Recognition and "NSSI" Passage Reading Measures. Paper presented at the annual meeting of the American Reading Forum, Sanibel, FL. [PowerPoint format]
Direct study of Next Steps℠ and "Flash" assessment
Craig, G.T., Brown, K.J., Fields, M.K., & Morris, R.D. (2009, July). Reliability and Validity of the Reading Level Assessment and the "Flash" Word Recognition Automaticity Measure Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin. [PowerPoint format]
Direct study of "Flash" assessment
Frye, B., Trathen, W., Olson, G., & Schalgal, R. (2002, December). Reliability measuring students' independent and instructional reading levels: A case for automaticity of word recognition (WRI word flash). Paper presented at the annual meeting of the American Reading Forum.
Direct study of "Flash" assessment
Palmer, L., Trathen, W., Olson, G., & Schlagal, R. (2002, December). Measuring students' independent reading levels: Psychometric properties of developmental spelling tests and informal reading inventories. Paper presented at the annual meeting of the American Reading Forum, Sanibel, FL.
Support for RLA & Schlagel Spelling assessments
Assessments Research: Public Conferences