Examining the Effect of UFLI Reading Intervention with 1st Grade Students
Abstract
The goal of this study was to examine the effectiveness of the UFLI intervention in increasing the reading skills of students who were identified as at-risk readers (at or below the 10th percentile) in their grade. Three first-grade students ages 7 to 8 years old, were assigned to a small group intervention using the UFLI curriculum twice a week. The 30-minute intervention focused on modeling and teaching skills for digraph sounds. The intervention tasks included segmenting sounds and words, spelling, and short passage reading to increase students' phonemic awareness, decoding, fluency, and irregular word identification skills. The results showed that UFLI showed moderate to large gains in students' decoding abilities.
This paper has been withdrawn.