We used data from the 2014–2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start dates, curricula, instructional strategies, tier, group size, frequency, dosage, total time, and quantitative intensity. We found variance across all instructional variables, with 156 curricula and 59 instructional strategies applied. Based on our data, a “typical” intervention was a Tier 2 intervention that began before October, was delivered for 30 minutes/day for 5 days/week in a group with three to five students, was changed once if at all, and student progress was most likely monitored with word reading fluency measures.

中文翻译：

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在CBM评估系统中，教育者报告的1年级阅读干预的教学特征

我们使用2014-2015年easyCBM评估系统中的数据，以多层支持系统（MTSS）框架在学区的3,074名1年级学生（和5,145项干预措施）样本中探讨了应用的阅读干预特征。我们描述了干预的数量，评估的数量，干预的开始日期，课程，教学策略，等级，小组人数，频率，剂量，总时间和定量强度。我们发现所有教学变量之间存在差异，应用了156个课程和59个教学策略。根据我们的数据，“典型”干预是从10月开始开始的方法2，在三到五名学生的小组中，每天进行30分钟，每天30分钟，每天5天的干预，如果有的话，应该进行一次更改，