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In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test\u201310th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students\u2019 decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement.<\/jats:p>","DOI":"10.1177\/0022219414521664","type":"journal-article","created":{"date-parts":[[2014,2,15]],"date-time":"2014-02-15T02:24:29Z","timestamp":1392431069000},"page":"602-621","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":55,"title":["An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties"],"prefix":"10.1177","volume":"48","author":[{"given":"Hank","family":"Fien","sequence":"first","affiliation":[{"name":"University of Oregon, Eugene, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jean Louise M.","family":"Smith","sequence":"additional","affiliation":[{"name":"University of Oregon, Eugene, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Keith","family":"Smolkowski","sequence":"additional","affiliation":[{"name":"Oregon Research Center, Eugene, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Scott K.","family":"Baker","sequence":"additional","affiliation":[{"name":"University of Oregon, Eugene, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nancy J.","family":"Nelson","sequence":"additional","affiliation":[{"name":"University of Oregon, Eugene, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Erin","family":"Chaparro","sequence":"additional","affiliation":[{"name":"University of Oregon, Eugene, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2014,2,14]]},"reference":[{"key":"bibr1-0022219414521664","doi-asserted-by":"publisher","DOI":"10.17161\/foec.v42i9.6693"},{"key":"bibr2-0022219414521664","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.2008.12087905"},{"key":"bibr3-0022219414521664","doi-asserted-by":"publisher","DOI":"10.1111\/j.1746-1561.2005.tb06687.x"},{"key":"bibr4-0022219414521664","doi-asserted-by":"publisher","DOI":"10.1177\/0193841x9902300405"},{"key":"bibr5-0022219414521664","volume-title":"How people learn: Brain, mind, experience and school","author":"Bransford J.","year":"1999"},{"key":"bibr6-0022219414521664","volume-title":"Higher order thinking: Designing curriculum for mainstreamed students","author":"Carnine D.","year":"1992"},{"key":"bibr7-0022219414521664","doi-asserted-by":"publisher","DOI":"10.1177\/0022219409355475"},{"key":"bibr8-0022219414521664","doi-asserted-by":"publisher","DOI":"10.1086\/659035"},{"key":"bibr9-0022219414521664","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.2010.12087765"},{"key":"bibr10-0022219414521664","volume-title":"Statistical power analysis for the behavioral sciences","author":"Cohen J.","year":"1988","edition":"2"},{"key":"bibr11-0022219414521664","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.98.2.394"},{"key":"bibr12-0022219414521664","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2008.01247.x"},{"key":"bibr13-0022219414521664","volume-title":"Effective teaching strategies that accommodate diverse learners","author":"Coyne M. 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