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Al Otaiba, Stephanie; Baker, Kristi; Lan, Patrick; Allor, Jill; Rivas, Brenna; Yovanoff, Paul; Kamata, Akihito – Grantee Submission, 2019
In the U.S., many states have adopted Response to Intervention (RTI) or Multi-tiered Systems of Supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for…
Descriptors: Elementary School Teachers, Knowledge Level, Program Implementation, Response to Intervention
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Al Otaiba, Stephanie; Baker, Kristi; Lan, Patrick; Allor, Jill; Rivas, Brenna; Yovanoff, Paul; Kamata, Akihito – Annals of Dyslexia, 2019
In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so…
Descriptors: Elementary School Teachers, Knowledge Level, Response to Intervention, Program Implementation
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Al Otaiba, Stephanie; Kim, Young-Suk; Wanzek, Jeanne; Petscher, Yaacov; Wagner, Richard K. – Journal of Research on Educational Effectiveness, 2014
The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based…
Descriptors: Response to Intervention, Reading Achievement, Reading Comprehension, Longitudinal Studies
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Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C. – Learning Disability Quarterly, 2014
For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…
Descriptors: Kindergarten, Reading Achievement, Reading Difficulties, Learning Disabilities
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Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M. – Reading & Writing Quarterly, 2016
Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…
Descriptors: Teacher Effectiveness, Outcomes of Education, Professional Development, Student Improvement
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Greulich, Luana; Al Otaiba, Stephanie; Schatschneider, Christopher; Wanzek, Jeanne; Ortiz, Miriam; Wagner, Richard K. – Learning Disability Quarterly, 2014
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier response to intervention (RTI) model that allowed first-grade students to move up and down tiers. Participants were 156 students who received supplemental intervention services during a larger multi-tier RTI study involving…
Descriptors: Response to Intervention, Elementary School Students, Mixed Methods Research, Regression (Statistics)