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ERIC Number: EJ931411
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0731-9487
RTI in a Middle School: Findings and Practical Implications of a Tier 2 Reading Comprehension Study
Faggella-Luby, Michael; Wardwell, Michelle
Learning Disability Quarterly, v34 n1 p35-49 Win 2011
Response to intervention (RTI) has received considerable attention from both researchers and practitioners as a schoolwide model for service delivery. However, research is limited on RTI applications in middle and high schools. The purpose of this article is to describe the outcomes of an experimental examination of a secondary (Tier 2) literacy intervention for at risk fifth- and sixth-grade students in an urban middle school assigned to one of three conditions: Story Structure (SS), Typical Practice delivered by reading specialists (TP), and Sustained Silent Reading (SSR). Results indicated a statistically significant difference between the mean posttest cloze scores of the SSR group and both the SS and TP conditions. Study findings support the growing body of research indicating that at-risk students need intensive and explicit instruction in addition to opportunities to practice reading. (Contains 5 tables.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 5; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests