Author

Valerie Kroll

Date of Award

2-2014

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Timothy Van Soelen

Second Advisor

Pat Kornelis

Abstract

This action research study investigated the effects of the use of Response to Intervention (RtI) in a first grade language arts class at Timothy Christian School in Elmhurst, Illinois. The participants were twenty-four first grade students in a general education classroom. Students were placed in tiers based on an assessment given at the end of the first quarter of the school year. Tier II and Tier III students participated in a twice-weekly pullout intervention session in addition to weekly guided reading sessions for nine weeks. These students were progress monitored bi-weekly with fluency probes checking letter names, letter sounds, and nonsense word blending. All students were again assessed at the end of the second quarter to check progress as well as to compare assessment data to data gathered from previous classes. The results of this study suggested that the systematic use of RtI correctly identified students needing support, helped students make progress, and gave the teacher useful information to guide continued instruction.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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