THE SIGNIFICANCE OF THE RESPONSE TO INTERVENTION MODEL ON ELEMENTARY READING PERFORMANCE IN MISSOURI

The purpose of this study is to ascertain the essential elements of Response to Intervention programs among 150 high performing Title I schools with high rates of poverty as measured by free/reduced lunch participation rates. Response to Intervention (RTI) is a nationally-known instructional model used to assist students who are struggling to obtain or maintain grade-level equivalency in reading and math. This study focused on reading, as this subject is the one most targeted in schools for full intervention supports. This study utilized a quantitative research approach, which included examining and rank ordering data supplied by the Missouri Department of Elementary and Secondary Education. The study used a survey instrument to determine how frequently instructional coaches in fifty selected districts used program elements. The research revealed that the most effective RTI model is a fully implemented one. The goal of this study is to inform districts of the most powerful elements of the RTI model in order to meet the learning needs of struggling students in reading.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Campus Only Dissertation

Discipline thesis:degree_discipline

Educational Administration

Year

2017

Author dc:creator

• Harrison, Philip

Contributors dc:contributor

• Donahoo, Saran

• Reading
• Response to Intervention
• RTI

Repository record dc:identifier

https://opensiuc.lib.siu.edu/dissertations/1411

OAI identifier oai:identifier

oai:opensiuc.lib.siu.edu:dissertations-2415