Dissertation/Thesis Abstract

Cap to Cape: An Examination of CVC Words: The Effects of Response to Intervention in a First Grade Class
by Brown, Kristina M., M.A., Trinity Christian College, 2018, 35; 10979329
Abstract (Summary)

This study focuses on progress monitoring regarding CVC (consonant-vowel-consonant) words with three first grade students. The aim of this project is to find the most appropriate frequency of assessment in progress monitoring of first grade students who receive Tier 2 response to intervention for consonant vowel consonant words over a three-month period. Three students were chosen to participate in Response to Intervention (RTI) for literacy. These students received twenty minutes of RTI instruction four days a week. Response to Intervention is a process used by educators to help students who are struggling with a skill or lesson. These three students needed additional instruction with consonant vowel consonant (CVC) words. Each of the three students were progress monitored and assessed either twice a week, once a week, or biweekly. Data was collected on each student to show progress during the three-month period. The purpose of this study is to learn which frequency of progress monitoring is appropriate for students to gain progress over a length of time when receiving RTI instruction.

Indexing (document details)
Advisor: Powell, Patti
School: Trinity Christian College
Department: Special Education
School Location: United States -- Illinois
Source: MAI 58/02M(E), Masters Abstracts International
Subjects: Education, Elementary education, Special education
Publication Number: 10979329
ISBN: 9780438666726
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