NotesFAQContact Us
Search Tips
ERIC Number: ED520713
Record Type: Non-Journal
Publication Date: 2010
Pages: 114
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-8318-6
Response to Intervention (RTI) Model and Reading Achievement of Elementary Latino Students
Eversole, Vicki Lynn
ProQuest LLC, Ed.D. Dissertation, Saint Mary's College of California
The education system has currently failed Latino students. A large achievement gap exists between English Language Learners (ELLs) and other student populations. The purpose of this study was to investigate the efficacy of the Response To Intervention (RTI) model in improving the reading achievement of Latino students at a Title Once school located in Northern California. The study looked at a cross-sectional analysis of the performance of three cohorts of Latino students from second through fifth grade to examine students' reading achievement and LD eligibility in response to different levels of RTI implementation. Cohorts of Latino students ranged from those who attended the school: (a) prior to RTI implementation--Cohort 1, (b) during partial RTI implementation--Cohort 2, and (c) during full implementation of RTI--Cohort 3. The study also looked at the longitudinal progress of students receiving tiered interventions. The study measured efficacy in terms of cohorts' Academic Yearly Performance (AYP) mean scores, and the percentage of students eligible for special education services during differing degrees of RTI implementation. Significantly higher AYP mean scores were achieved by all groupings in Cohort 3 compared to Cohort 1. The percentage of students eligible for special education services lowered with each increased stage of RTI implementation. Post-mean scores were higher compared to pre-mean scores of students who received Tier 2 and 3 interventions. The findings of this study present evidence that the RTI model positively influences the reading achievement of Latino students. This study suggests that explicit instruction and interventions are important factors in increasing AYP scores and lowering the percentage of Latino students eligible for special education services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A