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ERIC Number: ED556172
Record Type: Non-Journal
Publication Date: 2013
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-5080-5
Response to Intervention (RTI) Effectiveness in Kindergarten Reading Achievement
Whittaker, Susan
ProQuest LLC, Ed.D. Dissertation, Aurora University
The purpose of this quantitative study was to determine whether kindergarten-reading achievement could be increased by implementing Response to Intervention (RtI) strategies. Kindergarten children (N = 290) who were identified as at-risk for reading difficulties were assigned to receive intervention through a) small reading groups (SRG), b) computer-assisted reading instruction through LEXIA-Early/Primary Reading (CAI-Lexia), or c) a combination of both SRG and CAI-Lexia. Reading achievement was measured using three subtests of the Illinois Snapshot of Early Literacy K/1 (ISEL): Alphabet Recognition-Upper and Lower Case used for the initial placement of reading intervention, Phonemic Awareness-Initial Consonant, and Letter Sounds. Results indicated that reading intervention, through RtI, does predict the Phonemic Awareness and Letter Sound subtest scores on the ISEL. Both subtests revealed an increase in overall scores regardless of the intervention program. For the Phonemic Awareness scores, there was a main effect for time and group. The interaction, between time and group, was not significant. For the Letter Sounds scores, there was a main effect of time and group; however, these main effects were qualified by a significant time X group interaction. That is, changes in Letter Sound scores from the Fall to the Spring were greater for the small reading group and the combined SRG with CAI-Lexia group as compared to the no intervention control group. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A