The present study set out to fill a gap in the current body of research addressing the concern of teacher fidelity within the Response to Intervention model. It examined the effect of the formal recording of interventions by teachers for students in RTI Tier I of reading in an attempt to control for teacher fidelity. The sample was drawn from the kindergarten and first grade of eight elementary schools in a large suburban public school district in southern New Jersey. The students' reading achievement was assessed through the use of pre and post scores of Dynamic Indicators of Basic Early Literacy kindergarten and first grade measures. It was hypothesized the students of teachers who formally recorded interventions implemented would achieve greater gains as reflected in post DIBELS scores, than those students of teachers who were not asked to formally document interventions implemented. Contrary to the hypothesis, the control group made statistically significant gains on the kindergarten DIBELS measure.
","abstract_html":"<p>The present study set out to fill a gap in the current body of research addressing the concern of teacher fidelity within the Response to Intervention model. It examined the effect of the formal recording of interventions by teachers for students in RTI Tier I of reading in an attempt to control for teacher fidelity. The sample was drawn from the kindergarten and first grade of eight elementary schools in a large suburban public school district in southern New Jersey. The students' reading achievement was assessed through the use of pre and post scores of Dynamic Indicators of Basic Early Literacy kindergarten and first grade measures. It was hypothesized the students of teachers who formally recorded interventions implemented would achieve greater gains as reflected in post DIBELS scores, than those students of teachers who were not asked to formally document interventions implemented. Contrary to the hypothesis, the control group made statistically significant gains on the kindergarten DIBELS measure.</p>","abstract_has_math":false,"creators":["Sinko, Amanda B."],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Epifanio, Frank"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-05-07T07:00:00Z","date_published":"2008-05-07T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Students with disabilities--New Jersey--Identification; Teacher effectiveness--New Jersey","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/759","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Epifanio, Frank"]},{"key":"dc:creator","label":"Author","values":["Sinko, Amanda B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Students with disabilities--New Jersey--Identification; Teacher effectiveness--New Jersey","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/759"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present study set out to fill a gap in the current body of research addressing the concern of teacher fidelity within the Response to Intervention model. It examined the effect of the formal recording of interventions by teachers for students in RTI Tier I of reading in an attempt to control for teacher fidelity. The sample was drawn from the kindergarten and first grade of eight elementary schools in a large suburban public school district in southern New Jersey. The students' reading achievement was assessed through the use of pre and post scores of Dynamic Indicators of Basic Early Literacy kindergarten and first grade measures. It was hypothesized the students of teachers who formally recorded interventions implemented would achieve greater gains as reflected in post DIBELS scores, than those students of teachers who were not asked to formally document interventions implemented. Contrary to the hypothesis, the control group made statistically significant gains on the kindergarten DIBELS measure.
"]},{"key":"dc:title","label":"Title","values":["Response to intervention: concerns of teacher fidelity"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Epifanio, Frank"],"dc:creator":["Sinko, Amanda B."],"dc:date.available":["2016-03-23T07:00:00Z"],"dc:description.abstract":["The present study set out to fill a gap in the current body of research addressing the concern of teacher fidelity within the Response to Intervention model. It examined the effect of the formal recording of interventions by teachers for students in RTI Tier I of reading in an attempt to control for teacher fidelity. The sample was drawn from the kindergarten and first grade of eight elementary schools in a large suburban public school district in southern New Jersey. The students' reading achievement was assessed through the use of pre and post scores of Dynamic Indicators of Basic Early Literacy kindergarten and first grade measures. It was hypothesized the students of teachers who formally recorded interventions implemented would achieve greater gains as reflected in post DIBELS scores, than those students of teachers who were not asked to formally document interventions implemented. Contrary to the hypothesis, the control group made statistically significant gains on the kindergarten DIBELS measure.
"],"dc:identifier":["https://rdw.rowan.edu/etd/759"],"dc:subject":["Students with disabilities--New Jersey--Identification; Teacher effectiveness--New Jersey","Educational Psychology"],"dc:title":["Response to intervention: concerns of teacher fidelity"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:40Z"}