Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?

Autor/inn/en	O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D.
Titel	Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
Quelle	(2014), (72 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0022219412459354
Schlagwörter	Response to Intervention; Kindergarten; Young Children; Models; Reading Achievement; Special Education; Comparative Analysis; Elementary School Students; English Language Learners; Student Placement; Longitudinal Studies; Demography; Measures (Individuals); Alphabets; Risk; Fidelity; Pretests Posttests; Statistical Analysis; Program Effectiveness; Statistical Distributions; Disability Identification; Grade 1; Grade 2; Intelligence Tests; Verbal Ability; Vocabulary; Emergent Literacy; Reading Fluency; Reading Tests; California; Peabody Picture Vocabulary Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Analogiemodell; Leseleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Demografie; Messdaten; Buchstabenschrift; Risiko; Statistische Analyse; Wahrscheinlichkeitsverteilung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Frühleseunterricht; Lesetest; Kalifornien
Abstract	In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with 208 cohort peers who were average readers, and 102 historical control condition second grade poor readers who did not receive Tier 2 intervention. Results found significant effects on reading achievement for access to RtI in kindergarten at the end of first grade (effects averaged 0.48), but not in second grade, except for students who were English Language Learners (ELL), who showed an advantage through the end of second grade. Students with access to RtI overall had significantly higher outcomes at the end of Grade 2 than students in the historical control, with no differences due to ELL status. No significant difference in the proportion of students placed in special education was noted; however, a greater proportion of the students found eligible as LD had poor reading scores if they were placed after participating in RtI. [This paper was published in "Journal of Learning Disabilities" v47 n4 p307-328 Jul-Aug 2014 (EJ1042218).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01