Bibliographic Details
| Title: |
Barriers to Implementation and Strategies for Improvements in Elementary School Tiered Reading Intervention Processes. |
| Authors: |
Samuelson, Courtney W.1 (AUTHOR) csamuelson@methodist.edu, Dobis, Corrie H.2 (AUTHOR), Davis, Dennis S.2 (AUTHOR), Grifenhagen, Jill F.2 (AUTHOR) |
| Source: |
Reading & Writing Quarterly. 2025, Vol. 41 Issue 6, p497-517. 21p. |
| Subject Terms: |
*Reading intervention, *Elementary education, *Best practices, *School improvement programs, *Teacher attitudes, Organizational change, Capacity building |
| Abstract: |
Multitiered Systems of Support (MTSS) is a systematic approach to school improvement aimed to meet the needs of all students. Within MTSS, elementary teachers of reading are required to use assessment data to identify students for additional support and to provide evidence-based instructional interventions tailored to students' individual needs. In this study, we conducted individual and focus groups interviews to explore the perspectives of twenty public school elementary teachers in one state working to effectively implement MTSS practices in reading. Overall, teachers shared that MTSS implementation at their schools utilized a systematic, data-driven approach to school improvement. Yet they faced several barriers, including inconsistent access to evidence-based intervention resources; a tension between desiring standardization and professional autonomy; and time for testing versus time for teaching. To improve these models, teachers emphasized the importance of knowledgeable professionals at all levels of systemic change and recommended additional professional development and ongoing coaching. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
