Access to a responsiveness to intervention model: does beginning intervention in kindergarten matter?

Abstract:

: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 208 cohort peers who were average readers and 102 historical control condition second grade poor readers who did not receive Tier 2 intervention. Results demonstrated significant effects on reading achievement for access to RtI in kindergarten at the end of first grade (effects averaged 0.48), but not in second grade, except for students who were English language learners (ELLs), who showed an advantage through the end of second grade. Students with access to RtI overall had significantly higher outcomes at the end of Grade 2 than students in the historical control, with no differences resulting from ELL status. No significant difference in the proportion of students placed in special education was noted; however, a greater proportion of the students found eligible as with learning disabilities had poor reading scores if they were placed after participating in RtI.

journal_name

J Learn Disabil

authors

O'Connor RE,Bocian KM,Sanchez V,Beach KD

doi

10.1177/0022219412459354

subject

Has Abstract

pub_date

2014-07-01 00:00:00

pages

307-28

issue

4

eissn

0022-2194

issn

1538-4780

pii

0022219412459354

journal_volume

47

pub_type

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