{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/2033"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/2033","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools","abstract":"The rationale of Response to Intervention (RtI) programs is to address the educational issue of the over-identification of students to special education programs (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, & Tilly, 2007). The purpose of this study was to examine three elementary schools’ RtI programs in relation to the identification of specific learning disabilities. Specifically, how did campus level RtI practices relate to rates of learning disability identification? This quantitative study gathered data from an on-line survey from campus principals, campus RtI coordinators, and third through fifth grade teachers who have implemented RtI in their classrooms. The survey instrument was based on the National Center for Response to Intervention’s Essential Components Integrity Worksheet and contained 40 items in five domains (RTI ECI Worksheet, 2011). An Analysis of Variance was used to measure the significance of mean differences between the schools. Findings suggest a relationship between the level of RTI implementation and the rate of learning disability identification.","abstract_html":"The rationale of Response to Intervention (RtI) programs is to address the educational issue of the over-identification of students to special education programs (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, & Tilly, 2007). The purpose of this study was to examine three elementary schools’ RtI programs in relation to the identification of specific learning disabilities. Specifically, how did campus level RtI practices relate to rates of learning disability identification? This quantitative study gathered data from an on-line survey from campus principals, campus RtI coordinators, and third through fifth grade teachers who have implemented RtI in their classrooms. The survey instrument was based on the National Center for Response to Intervention’s Essential Components Integrity Worksheet and contained 40 items in five domains (RTI ECI Worksheet, 2011). An Analysis of Variance was used to measure the significance of mean differences between the schools. Findings suggest a relationship between the level of RTI implementation and the rate of learning disability identification.","abstract_has_math":false,"creators":["Wood, William"],"institution":"University of Houston","degree_name":"Doctor of Education","degree_level":"Doctoral","degree_discipline":"Professional Leadership","degree_department":null,"school":null,"contributors":[],"advisors":["MacNeil, Angus J."],"committee_chairs":[],"committee_members":["Busch, Steven D.","Borneman, Robert C.","McGlohn, Robin"],"year":2014,"date_issued":"2014-12","date_published":"2014-12","updated_at":"2026-07-24T02:33:01Z","subjects":["Response to intervention (RtI)","Learning disabilities","Learning","Disabilities"],"languages":["eng"],"rights":["The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. 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