Evaluation of Response to Intervention Practices for Elementary School Reading. Executive Summary. NCEE 2016-4000
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| Title: | Evaluation of Response to Intervention Practices for Elementary School Reading. Executive Summary. NCEE 2016-4000 |
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| Language: | English |
| Authors: | Balu, Rekha, Zhu, Pei, Doolittle, Fr, Schiller, Ellen, Jenkins, Joseph, Gersten, Russell, National Center for Education Evaluation and Regional Assistance (ED), MDRC |
| Source: | National Center for Education Evaluation and Regional Assistance. 2015. |
| Availability: | National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2015 |
| Contract Number: | ED04CO0111/0003 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Primary Education Early Childhood Education |
| Descriptors: | Response to Intervention, Elementary School Students, Reading Instruction, Comparative Analysis, Incidence, Program Implementation, Program Effectiveness, Primary Education, Reading Achievement, Student Placement, Small Group Instruction, Reading Difficulties, Educational Policy |
| Abstract: | Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1-3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention. [Presented in this report is the executive summary of the study. For the full report "Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000," see ED560820.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| IES Publication: | https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20164000 |
| Entry Date: | 2015 |
| Accession Number: | ED560821 |
| Database: | ERIC |
| Abstract: | Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1-3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention. [Presented in this report is the executive summary of the study. For the full report "Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000," see ED560820.] |
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