Study of the effectiveness of response to intervention used in elementary school

<p>The purpose of this study was to study the effectiveness of Response to Intervention strategies as they pertain to students’ scores on the Northwestern Evaluation Association (NWEA) test. This study sought to answer the following questions: 1) What are the different tiers of a three-tier RTI model? 2) Is one tier more effective than the others? 3) How does participation in the RTI model affect scores on the NWEA? and 4) What is the long-term effectiveness of participation in RTI, after services have been discontinued? This was a study conducted over four years in a select elementary school; the subjects were students identified as having reading difficulties by their previous NWEA scores. Students who participated in RTI were tracked and evaluated by their subsequent NWEA scores over the course of the study. Most students made improvements during their participation in RTI and continued to improve after services had been discontinued.</p>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Open Access Thesis

Discipline thesis:degree_discipline

Special Education

Year dc:date.available

2012

Author dc:creator

• Maskill, Michelle

Contributors dc:contributor

• Kathryn Parker, PhD, Chair
• Gilbert Stiefel
• Karen Schulte

• intervention
• education
• strategies
• response
• Special Education and Teaching

Repository record dc:identifier

https://commons.emich.edu/theses/449

OAI identifier oai:identifier

oai:commons.emich.edu:theses-1818