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ERIC Number: ED524122
Record Type: Non-Journal
Publication Date: 2010
Pages: 104
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-4783-6
The Affects of Response to Intervention (RtI) Strategies on Kindergarten Reading Readiness Skills in a Wisconsin School District
Schoenberger, Ann M.
ProQuest LLC, Ed.D. Dissertation, Edgewood College
The purpose of this quantitative study was to determine the affects of implementing Response to Intervention (RtI) strategies on kindergarten reading readiness skills in a Wisconsin school district. The gains in reading readiness skills of a total of 42 at-risk kindergarteners from three different elementary schools were analyzed comparing differences between students who participated in an RtI model and those participating in a non-RtI model. The results clearly demonstrated that at-risk kindergarteners participating in the RtI model made greater and more statistically significant gains in reading than their non-RtI peers thus exhibiting strong support for directing funding and personnel resources toward students in the earlier stages of development where interventions can be highly effective and efficient. [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: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin