Effects of previewing with and without contingent skipping and drilling to the Reading to Read intervention
An alternating treatments design was used to determine the effectiveness of previewed Reading to Read (RTR) with and without an additional component called contingent skipping and drilling (S&D) for 4 fourth graders who were reading at least 2 years below grade level. Results indicated that three of the four participants achieved an instructional level consistent with their grade level after 5 weeks of intervention. Only minimal differences on dependent measures were found between conditions. Furthermore, the effects appeared to generalize to the classroom setting as evidenced by teacher ratings. It was concluded that previewed RTR with S&D may be as effective and more efficient than previewed RTR without S&D. Issues concerning future research are discussed.