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ERIC Number: EJ880662
Record Type: Journal
Publication Date: 2010
Pages: 25
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1057-3569
First-Grade Student Retention within a 3-Tier Reading Framework
Murray, Christy S.; Woodruff, Althea L.; Vaughn, Sharon
Reading & Writing Quarterly, v26 n1 p26-50 2010
First-grade students from 6 Title I schools participated in this study, which used a response to intervention (RTI) framework to examine the retention of 1st-grade students. Researchers examined reading and behavior data from 3 cohorts of students (1 historical control cohort and 2 cohorts receiving tiered reading instruction) and data gathered from interviews with school principals. They (a) identified a change in the retention rate of 1st-grade students, (b) synthesized principals' perceptions of the retention decision-making process, and (c) compared reading and behavior outcomes of students retained after RTI implementation to those of students retained using a more "traditional" school framework. The retention rate of 1st-grade students decreased by 47% after RTI was implemented. Data suggest student behavior, oral reading rates, and other individual school variables (as identified by principals) as possible factors contributing to the retention of students. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Social Skills Rating System; Woodcock Reading Mastery Test