The Effects of One-One Instructions on Grade Equivalence Scores of Emergent Readers

Yvonne, J. John, Elna, C. Carrington-Blaides


This study analyzed the implementation of Tier 3, Response to Intervention (RTI) strategies on Infants 1 – Standard 3 reading scores. The purpose was to determine if students increased their reading abilities after receiving direct, one-one, intense instruction in comparison to students that did not receive the intervention. The study group consisted of 54 primary school students in Infants 1 to Standard 3 grade level in Trinidad and Tobago. The study used an experimental design approach that sought to determine whether the UTT program of reading intervention had the intended causal effect on the program participants. The three key components of the experimental study design: (1) pre-post test design, utilizing the DRA2® assessment tool before the intervention and after implementation. (2) A control group – Group X who received Tier 1 instructional strategies only, and a treatment group – Group Y, who received Tier 1 core instructions along with Tier 3 one-one direct instructions in reading. (3) Random assignment of study participants to groups X or Y followed, after screening. Findings of the study showed that there was a significant difference between students receiving additional Tier 3 instructions when compared to students receiving Tier 1 instruction, based on the pupils’ DRA2® Reading scores.

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International Journal of English Language Teaching ISSN 2329-7913 (Print) ISSN 2329-7921 (Online)

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