The study aims to investigate the impact of an educational program that was developed based on the response to intervention model for diagnosing and improving the difficulties of learning to read and write among a sample of students in Jordan. The number of the study participants was 60 male and female students, with learning difficulties in…

This quantitative study evaluated how two consecutive years of math Response to Intervention (RtI) demonstrated its effectiveness on 995 fifth grade students within the School District A (SDA) on Smarter Balanced (SB) assessments. Research questions: "What is the relationship between the duration of math RtI implementation and math…

The purpose of this study was to determine if students who scored in the lower percentiles range (1st to 10th) on the spring 2017 NWEA MAP assessment obtained a post ADDITION 1 score in BlueStreak Math during the 2017-18 school year had higher observed growth in RIT scores than students who scored in the lower percentiles ranges but did not obtain…

Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the…

The purpose of this research study was to determine whether or not student test scores on the Georgia Criterion-Referenced Competency Test (CRCT) were positively impacted by the implementation of the Response to Intervention (RTI) program. This paper will review the implementation and effectiveness of the RTI method.

Many students in third, fourth and fifth grades struggle at the lowest levels of reading proficiency. In fact, fewer than 40% of fourth graders in the United States read at or above the "proficient" level on state standardized tests in 2009 (D'Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, Stephens, Wilson, Smith & Erickson,…

Almost half of Tennessee's students are not on grade level in reading and math by the time they complete third grade, and very few of those students achieve proficiency in later grades. To combat this trend and support the skill development and academic achievement of all students, Tennessee has adopted a framework for addressing individual…

The school involved in the study is a diverse, faith-based, private school located in a large Midwestern city. Within the school, reading skills vary considerably. Typically, decoding and word skills are not widely taught after the third grade. Sixteen Junior High students who underachieve in reading were given additional instruction using the…

This study investigated the effectiveness of a standard protocol Tier 2 reading intervention among third and fifth grade students and the methodologies used to determine the intervention's effectiveness. Several confounding covariates were observed as a result of utilizing eligibility criteria for assignment to the Tier 2 intervention condition.…

The educational community is discussing response-to-intervention (RTI) as an alternative assessment method. This study investigates assessment elements (beginning text level, ending text level, and number of weeks' participation) of the Reading Recovery (RR) program as part of a future RTI model. By means of a discriminant function analysis, third…