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ERIC Number: ED560821
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 26
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evaluation of Response to Intervention Practices for Elementary School Reading. Executive Summary. NCEE 2016-4000
Balu, Rekha; Zhu, Pei; Doolittle, Fred; Schiller, Ellen; Jenkins, Joseph; Gersten, Russell
National Center for Education Evaluation and Regional Assistance
Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1-3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention. [Presented in this report is the executive summary of the study. For the full report "Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000," see ED560820.]
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Publication Type: Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED); MDRC
IES Funded: Yes
Grant or Contract Numbers: ED04CO0111/0003