ERIC Number: EJ1090285
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 51
The Relationship between RTI Implementation and Reading Achievement: A School-Level Analysis
Sharp, Kristin; Sanders, Kari; Noltemeyer, Amity; Hoffman, Jessica L.; Boone, William J.
Preventing School Failure, v60 n2 p152-160 2016
This study examined the relationship between response to intervention (RTI) implementation integrity in reading and student reading outcomes. Data were collected from 64 principals and school psychologists at 43 elementary schools. Hierarchical linear regression was used to examine the degree to which implementation of RTI tiers and key components predicted student reading assessment results, when controlling for a block of school demographic variables. Findings revealed that data-based decision making and Tier 3 implementation integrity significantly predicted student reading outcomes when controlling for significant demographic predictors. Interpretation of results and implications for research and practice are provided.
Descriptors: Response to Intervention, Reading Achievement, Correlation, Program Implementation, Fidelity, School Psychologists, Principals, Predictor Variables, Elementary Education, Regression (Statistics), School Surveys, Program Effectiveness, Likert Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Ohio