Date of Award
Graduate School of Education and Professional Development
Type of Degree
Fred Jay Krieg
In response to the reauthorization of IDEA, in the spring of 2005, the West Virginia Department of Education (WVDOE) initiated a project to implement a Response-to- Intervention (RtI) approach to the identification of students with specific learning disabilities. The present study evaluated to what extent the Tier 1 approach provides effective instruction to reach mastery in Phonemic Awareness and Phonics in Kindergarten through 3 rd grade. The research design for this study was a program evaluation. The participants in the West Virginia RtI pilot project included approximately 150 teachers from Kindergarten through 3 rd grade, 11 principals, 11 project coordinators, and 9 special education directors representing the 11 pilot schools participating in the project. The pre-post survey design was utilized. Analysis of survey data from the 11 schools did not reveal any significant changes over time. Results of this evaluation could not substantiate increase in student reading or increase in teacher skills due to RtI implementation.
Response to Intervention.
Reading - Study and teaching.
Graham, Sabrina L., "Effective Reading Instruction in a Response to Intervention Program Evaluation" (2007). Theses, Dissertations and Capstones. 610.