Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers

This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers ( n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 ( n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring ( n = 134) or to...