Development of a Multicomponent Reading and Writing Intervention in Grades 4-5

The purpose of this study was to develop and investigate the effects, usability, feasibility, and social validity of a multicomponent informational reading and writing intervention, Read STOP Write, which integrates instruction in word recognition, fluency, vocabulary, comprehension, and writing. In a design experiment conducted with 14 teachers at a diverse urban elementary school, fourth- and fifth-grade students (N = 320) received 11 weeks of Read STOP Write lessons and completed pretest and posttest measures of word recognition, fluency, comprehension, and motivation. Fourth- and fifth-grade students experienced significant gains in word recognition and reading comprehension but experienced significant declines in motivation. Fifth-grade students experienced significant gains in fluency. Teachers and students responded positively on measures of social validity. Teachers made suggestions to improve its usability and feasibility. Though limited by the lack of a control group, this study demonstrates the initial promise of Read STOP Write for promoting foundational skills and comprehension.