Schools today continue to intensify the need to find effective interventions for students who are at risk for reading failure. Many have turned to a multi-tiered Response to Intervention (Rtl) model to provide reading interventions that will assist educators in improving reading outcomes. This one-group pretest-posttest design study examined the relationship between participation in Rtl reading intervention and reading outcomes among 117 students grouped in a Tier 2 reading intervention. Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next reading assessment composite scores, I analyzed reading change for three benchmark time periods for the 2012-2013 school year. Results from descriptive statistics, t-test measures, and a multiple regression analysis produced positive results. The majority of students (95%) participating in a Tier 2 reading intervention demonstrated statistically significant growth in reading outcomes with a reading change mean of 95.93 points regardless of their gender, English learner status, or free and reduced-price lunch status. Improvement in reading outcomes occurred in all three designated time periods measured. This quantitative study indicates that the majority of students who participated in Rtl reading interventions improved reading outcomes from the beginning of the year to the end of the year and made gains in closing the achievement gap for reading.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 76/06(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Elementary education, Literacy, Reading instruction|
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