Response to Intervention and Title I Public Elementary School Students' Instructional Reading Level Scores

Autor/in	Endsley, Kelli
Titel	Response to Intervention and Title I Public Elementary School Students' Instructional Reading Level Scores
Quelle	(2022), (93 Seiten) PDF als Volltext Verfügbarkeit D.P.A. Dissertation, California Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	9798802715376
Schlagwörter	Hochschulschrift; Dissertation; Response to Intervention; Elementary Secondary Education; Federal Legislation; Educational Legislation; Reading Achievement; Reading Tests; Scores; Reading Instruction; Pretests Posttests; Reading Improvement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bundesrecht; Bildungsrecht; Schulgesetz; Leseleistung; Lesetest; Leseunterricht; Unterrichtserfolg
Abstract	Purpose: The purpose of this quantitative quasi-experimental study was to focus on the difference of Instructional Reading Level (IRL) scores in Title I public elementary school students, before and after Tier II Response to Intervention (RTI) was implemented. Theoretical Framework: This study was applied theoretically to Vygotsky's sociocultural theory of cognitive development. Methodology: The specific aim of this quantitative study was to determine whether there was a significant difference and effectiveness (through the lens of public administration), when Tier II RTI was applied for the 2018-2019 school year to Title I public elementary school students as determined by their IRL scores. This study includes a secondary analysis of Title I public elementary school students' IRL scores from school district provided data. Findings: There was a significant difference in pre- and post-IRL scores, when Tier II RTI was provided to Title I public elementary school students. Title I public elementary school students who received Tier II RTI instruction for 6 consecutive traditional school months, scored 1 year higher on average, from their IRL pretest score to the IRL posttest score. Conclusions and Recommendations: Based on the researcher's current findings, Tier II RTI was found to be largely effective in Title I public elementary school students' IRL scores. Research can be expanded in the future by including Tier II RTI in Title I public elementary schools throughout the country to see if results can be replicated or even improved elsewhere. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01