Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 7 |
Descriptor
| Longitudinal Studies | 7 |
| Reading Achievement | 7 |
| Response to Intervention | 7 |
| Elementary School Students | 6 |
| Program Effectiveness | 4 |
| Comparative Analysis | 3 |
| Measures (Individuals) | 3 |
| Reading Comprehension | 3 |
| Reading Difficulties | 3 |
| Reading Instruction | 3 |
| Special Education | 3 |
| More ▼ | |
Source
| Journal of Research on… | 2 |
| Grantee Submission | 1 |
| Journal of Learning… | 1 |
| National Center on Assessment… | 1 |
| Psychology in the Schools | 1 |
| Reading Psychology | 1 |
Author
Publication Type
| Reports - Research | 7 |
| Journal Articles | 5 |
Education Level
| Elementary Education | 6 |
| Early Childhood Education | 4 |
| Grade 2 | 4 |
| Primary Education | 4 |
| Grade 1 | 3 |
| Grade 3 | 3 |
| Kindergarten | 2 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| More ▼ | |
Audience
Location
| California | 2 |
| Arizona | 1 |
| United States (Southeast) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 2 |
| Peabody Picture Vocabulary… | 2 |
| Iowa Tests of Basic Skills | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGrapin, Sally L.; Waldron, Nancy; Joyce-Beaulieu, Diana – Psychology in the Schools, 2019
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students' long-term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI…
Descriptors: Reading Achievement, Response to Intervention, Outcomes of Education, Elementary School Students
Haines, Marci Lynn; Husk, Kristi L.; Baca, Louise; Wilcox, Brad; Morrison, Timothy G. – Reading Psychology, 2018
Some claim that good and poor readers continue their trajectories despite intervention. This quasi-experimental study examined whether the READ 180 program helps general education, below-grade-level, Title I pre-adolescent readers improve. Participants included 82 students, grades 4-8, in public Title I elementary and middle schools. Results…
Descriptors: Longitudinal Studies, Intervention, Reading Instruction, Reading Programs
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
Download full textPark, Bitnara Jasmine – National Center on Assessment and Accountability for Special Education, 2013
Early identification of students who are at-risk for reading difficulties (RD) is critical for successful and effective RTI implementation. A large group of students were followed for three years (grades 2 to 4) to investigate transition patterns of risk-categories across three years. Results indicated that although students identified at…
Descriptors: Elementary School Students, Grade 2, Grade 3, Grade 4
O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle Peterson – Journal of Research on Educational Effectiveness, 2014
The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive…
Descriptors: Attention, Longitudinal Studies, Reading, Reading Comprehension
O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Grantee Submission, 2014
In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
