NotesFAQContact Us
Search Tips
ERIC Number: ED558936
Record Type: Non-Journal
Publication Date: 2013
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-8609-4
The Impact of School of Attendance, Classroom, Interventionist, Ethnicity, and Level of Educational Support on Oral Reading Fluency Measures
Preston, Andrew James
ProQuest LLC, Ph.D. Dissertation, Walden University
Response to intervention (RtI) is an approach to assist students with learning difficulties. There is limited research into the effectiveness of RtI within rural school districts. To address that gap, this quantitative, experimental study tested the theory of RtI, comparing the tier of intervention to oral reading fluency, controlling for classroom, school, educational leadership, teacher, and other students for the evaluated students at 2 rural elementary schools. The key research question investigated how the RtI theory explained the difference between students who receive intervention at Tier II as compared to students who receive intervention at Tier III? For the current study, a hierarchical linear model was used to determine the impact of different tiers of instruction on oral reading fluency rate of improvement. The results indicated that school of attendance and tier of instruction were significant in determining the impact of the intervention program on students' rate of improvement for oral reading fluency. The best fitting model for predicting rate of improvement of oral reading fluency scores was a linear combination of the tier of instruction and school of attendance (R = 0.173, R[superscript 2] = 0.030, F (5,394) = 2.399, p < 0.05). Social change implications include the provision of appropriate reading instruction for children in a rural environment, the need for increasing school staff, and changing the role of psychologists. These changes will enable school districts and state and local education departments to appropriately address the needs of students, thus ensuring optimal outcomes. [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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A