The Impact of Interventions on Struggling Students Utilizing a Response to Intervention Model

Autor/in	Maxwell, Robert Lawrence
Titel	The Impact of Interventions on Struggling Students Utilizing a Response to Intervention Model
Quelle	(2011), (153 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Washington State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-9904-1
Schlagwörter	Hochschulschrift; Dissertation; Response to Intervention; Reading Achievement; Corrective Reading; Instructional Effectiveness; Reading Instruction; Action Research; Case Studies; Elementary School Students; Statistical Analysis; Qualitative Research; Content Analysis; Interviews; School Psychologists; Special Education Teachers; Elementary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Leseerziehung; Unterrichtserfolg; Leseunterricht; Projektforschung; Case study; Fallstudie; Case Study; Statistische Analyse; Qualitative Forschung; Inhaltsanalyse; Interviewing; Interviewtechnik; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule
Abstract	The purpose of this action research study was: (a) to explore the relationship of student achievement in reading employing the Woodcock Interpretation and Instructional Interventions Program (WIIIP) within the Response to Intervention (RTI) model (b) to examine the relationship between the WIIIP and the rate of progress of four students who participated in Reading Mastery, one student who participated in Corrective Reading, and one student who participated in both Reading Mastery and Corrective Reading and (c) to determine if staff involved in the intervention process believe the WIIIP data program interventions impacted the rate of progress for each student. Methods included quantitative and qualitative elements that involved case studies of six students attending one of three elementary schools implementing an RTI model during the 2010-2011 school year as well as data about each student's reading progress over time. In addition, the study included an analysis of documents and interviews with those educators engaged in the diagnosis and interventions for the students. The staff involved included the school psychologist, special education teacher, intervention instructor, and general education teacher involved with the case study students. These data produced information that contributed to the understanding of factors that impact the staff roles and experiences implementing RTI, the RTI implementation process, the alignment of specific reading interventions, awareness and communication, and the overall perceptions of staff and assessment data regarding the impact on individual reading progress. [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	2017/4/10