Prevention and Remediation

Our findings from the OR project are highly significant for prevention and remediation. First, we found that the professional development program we offered the teachers as part of the intervention study was highly effective in terms of increasing professional literacy knowledge compared with the controls. Second, we found that the predictors of response to intervention in our large sample of participants were teacher efficacy, number of hours of intervention, and classroom effects. These findings at the child, teacher, and classroom level are very important for future long-term remediation planning at the state level. In addition, we found that achievement gaps between children from families of low and high SES widened over time.

For further reading, link to paper of Dotan, Katzir, Lipka and Shaul: Heterogeneity in response to intervention in the second tier of struggling readers in the second grade – examining teacher, system and student factors.