Year: 2016
Type: article
Abstract: The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pearson correlations, independent t tests, and one-way Analyses of Variance. Results indicated significant gains for RTI students in every type of reading and math intervention group and every demographic population. These results contradicted current nationwide studies on RTI in which students made limited gains in intervention.
Author: Allison L Gardenhour
Institution: East Tennessee State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2417366953