Dissertation/Thesis Abstract

The Significance of Response to Intervention (RTI) to Student Progress in Fourth Grade Students in Missouri
by Johnson, Merlyn W., Ed.D., Lindenwood University, 2015, 133; 3734190
Abstract (Summary)

The focus of this research is in the area of Response to Intervention (RTI) and its effect on academic achievement in elementary schools in rural Missouri. In light of the regulations within the Individuals with Disabilities Education Act of 2004 and its accountability requirements for schools, this study is important and timely in order to provide valuable examples of effective RTI processes. The research approach adopted in this dissertation was a quantitative approach; therefore, quantitative analysis was utilized during a statistical comparison of elementary schools in Missouri and a review of information from a survey distributed to elementary principals in Missouri. The findings from this research were statistically significant in relation to improved academic achievement after the implementation of RTI processes. The goal of school administrators and teachers is to implement strategies to meet the educational needs of students. The RTI processes may serve as a viable strategy for this goal to be achieved.

Indexing (document details)
Advisor: DeVore, Sherry
Commitee: Reid, Terry, Williams, Julie
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Elementary education, Educational psychology, Special education
Keywords: Academic achievement, Individuals with disabilities education act, Missouri
Publication Number: 3734190
ISBN: 978-1-339-22754-2
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