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ERIC Number: ED541414
Record Type: Non-Journal
Publication Date: 2012
Pages: 144
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2673-0388-2
Responsiveness to Instruction: How Effective Is RtI with Struggling Middle School Students Identified as at Risk in Reading Comprehension and Fluency?
Chevere, Rebecca Melendez
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to determine to what extent struggling readers in the middle school (Grades 6-8) respond to interventions implemented through the response to intervention (RtI) model after being identified as having deficits in reading comprehension and fluency. The study examined progress of struggling sixth-grade students identified as at risk in reading comprehension and fluency (treatment group) over a 3-year period, participating in the RtI problem-solving model first implemented in 2007. The sample student population was from a high-risk/high-priority middle school in North Carolina. The number of students who were followed at the beginning of the study decreased from 203 the first year to 133 students by the third year. This was due to the history of students transitioning in and out of the school during each year. Only the scores of the students who remained at the school all 3 years from Grade 6 to Grade 8 were used in the study. Four research questions guided the study. Research Questions 2 and 3 involved the treatment group only ( n = 58). These students received intensive small-group and/or one-on-one instruction according to the strategic group they qualified for (Tier 2 or 3). Research Questions 3 and 4 involved both the treatment group ( n = 58), which are the students who received the interventions, compared with the control group of students (n = 75), who did not receive interventions but remained in the general education classroom. Although the study did not show a significant difference between the mean gain scores of the treatment group and the control group, the students in the treatment group showed a positive response to the interventions administered. There was evidence of a significant increase in student performance on the state reading test during the 3 years of the RtI implementation. [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: Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina