To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First-Grade Response to Intervention in Reading

Autor/inn/en	Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K.
Titel	To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First-Grade Response to Intervention in Reading
Quelle	In: Exceptional Children, 81 (2014) 1, S.11-27 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914532234
Schlagwörter	Intervention; Comparative Analysis; Control Groups; Experimental Groups; Response to Intervention; Grade 1; Elementary School Students; Student Diversity; Reading Skills; Reading Difficulties; Teaching Methods; Models; Instructional Effectiveness; Scores; At Risk Students; Special Education; Disabilities; Racial Differences; Socioeconomic Status; Fidelity; Progress Monitoring; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Unterrichtserfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Rassenunterschied; Socio-economic status; Sozioökonomischer Status
Abstract	This randomized controlled experiment compared the efficacy of two response-to-intervention (RTI) models--typical RTI and dynamic RTI--and included 34 first-grade classrooms (n = 522 students) across 10 socioeconomically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students' initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis based on multilevel modeling indicated an overall effect favoring the dynamic RTI condition (d = 0.36); growth curve analyses demonstrated that students in dynamic RTI showed an immediate score advantage and that effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performances than students in the typical condition. Implications for RTI implementation practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01