Läsning anses vara en grundläggande färdighet med avgörande betydelse för en individs skolgång. Den svenska grundskolan har tagit emot en stor andel nyanlända elever. Den nya elevgruppen satte fokus på ett behov att ändra undervisningsmetoder och anpassa läs- och skrivundervisningen för att möta denna elevgrupp. Studiens övergripande syfte är att undersöka huruvida intensiva interventioner enligt en RTI-modell påverkar nyanlända elevers progression med avseende på avkodning och läsförståelse. Studien är av kvasiexperimentell karaktär, deltagarna (n=44) utvalda utefter kriterier så som tid i Sverige, ålder, kön, modersmål och avkodning på andraspråket. Resultatet visade att interventioner i avkodning påverkade försöksgruppen resultat positivt, jämfört med jämförelsegruppen som inte fick intensiva interventioner. Läsförståelsens resultat för försöksgruppen påvisade en svagare progression framför allt för de äldre eleverna i studien. Jämförelsegruppens läsförståelseresultat visade ingen progression.

Response to intervention (RTI) is a federal program created to improve student learning and reduce the number of students misidentified as needing special education services. Differing interpretations of how best to implement RTI between campuses and districts have resulted in teachers' confusion and misperceptions of the program. The purpose of this study was to understand how elementary classroom teachers' perceptions of RTI affect classroom instruction. Based on Gagne's instructional theory and Bruner's theory of constructivism, the study examined the perceptions of 10 classroom teachers in 2 low socio-economic elementary schools. The study examined how RTI forms and protocols, administrative leadership, and professional development impacted participants' perceptions of RTI and their classroom instructional practices. Data collected from group and individual interviews were transcribed and coded using open and axial coding to create categories. Participants' progress monitoring logs and the researcher's field notes corroborated interview results. Findings showed that teachers' limited knowledge of RTI resulted in frustration or indifference and that erudite administrative leadership and professional development are needed to improve classroom implementation. A district-wide, digital professional development plan based on the study's findings was recommended to improve educators' and administrators' understandings of the RTI program. Results add to the limited body of qualitative research exploring teachers' perceptions of RTI. Implications could improve teachers' and administrators' understandings and perceptions, foster collaboration leading to social change, and ultimately improve student learning.

In 2012, national rates of degree or certificate completion for students beginning college in developmental education courses were 35%. At a Midwestern state community college completion rates were even lower, with only 27% of developmental reading/writing (DRW) students completing their program. Therefore, the purpose of this causal- comparative study was to compare success rates for DRW students beginning college in a multileveled (MLI) program and in a response to intervention (RtI) based program. The MLI program was grounded in a scaffolded learning framework, and the RtI program was grounded in a transformative learning framework. Four research questions were posited to identify the associations between success rates (course completion, persistence, retention, and credential completion) for students enrolled in the MLI program and students enrolled in the RtI program. Archival data for a census sample of 13,731 DRW students were analyzed. The chi-square test was used to determine whether associations existed between instructional groups for each dependent variable. Findings confirmed a significant association between instructional group and success factors, with students in the RtI group showing higher success rates for course completion, persistence, and retention than the MLI group. However, the MLI group showed higher success rates for credential completion than the RtI group. Further research will need to investigate the reasons for the divergent outcomes such as the fact that MLI program students began college two years before RtI program students. Implications for social change include an instructional model that may contribute to increased course completion, persistence, retention, and credential completion for DRW students, which is discussed in the appended position paper.

Recent studies support the use of differentiated instruction (DI) to improve literacy in content area classrooms. At the same time, research has found that few teachers implement DI purposefully or consistently. Accordingly, a case study design was used to explore middle school content area teachers' understanding and implementation of DI for content literacy at a site where it is an integral component of the response to intervention (RTI) process. The conceptual framework for this study was principles of differentiation, as defined and discussed by Tomlinson. Research questions were framed to examine how middle school content area teachers defined and implemented DI for content literacy by asking what they know, do, and need to effectively implement or sustain DI. Data were collected from a purposeful sample of 7 middle school content area teachers through semistructured interviews, a focus group, and unobtrusive data in the form of lesson plans. Descriptive and pattern coding were used to analyze the interview and focus group data for overarching themes. Emergent themes were validated through member checking, triangulated with themes identified in the lesson plans, and interpreted against principles of differentiation. Results indicated all participants were implementing DI for content literacy to some extent. The data also revealed participants wanted to improve their instruction but believed they needed additional supports: time to plan and gather resources, opportunities to collaborate with colleagues, and professional development to learn strategies to better differentiate for content literacy. The findings helped inform a project that provides identified supports for teachers as they differentiate instruction to improve content literacy, resulting in positive social change.

Professional Development for High School Teachers on the Implementation of Response to Intervention. Lolita M. Jones-Smith, 2015: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. ERIC Descriptors: Professional Development, Response to Intervention, Attendance, Achievement, Teacher Perception The primary purposes of the study were to develop a response to intervention (RTI) professional development plan and to determine if implementation of the professional development plan changed educators’ perceptions on RTI from preimplementation to postimplementation. Since the inception of (RTI) in 2008 in the researcher’s school district, substantive, consistent, professional development initiatives for certified staff were minimally provided.The participants in the quantitative part of the study were a convenience sample of 50 educators at 1 high school in Georgia. These educators were certified regular education teachers who were content-area teachers, certified special education teachers who were content-area teachers, and department heads. The participants in the qualitative part of the study were a purposive sample of 5 department heads at the high school. Data were collected for all participants with the Revised Survey of Teacher Perception of the RTI Process to respond to 5research questions. The intervention was the RTI professional development. The treatment period for the intervention was 10 weeks or 10 hours of training. There were 10 professional development training sessions based on a formalized and widely used RTI training curriculum by Windram, Bollman, and Johnson (2012). The study used a convergent parallel mixed-methods approach. Quantitative data (preimplementation and postimplementation) were collected from 50 educators. Qualitative data (postimplementation only) were collected from 5 department heads. Pre- and postimplementation means, standard deviations, and effect sizes were calculated for each of the quantitative research questions. The inferential statistical model was the one-tailed t test for paired samples. Data analysis for the qualitative Research Question 4 followed a modified version of the constant comparative qualitative data-analysis procedures. Findings for Question 1 showed the RTI professional development positively changed (1.64) educators’ perceptions of RTI related to students’ attendance and achievement, while for Research Question 2 the RTI professional development positively changed (1.94) educators’ perceptions related to the documentation of RTI procedures. Findings for Research Question 3 showed RTI professional development positively changed (3.00) educators’ perceptions of RTI related to involvement and support for RTI. Results for Research Question 4 revealed the department heads had different recommendations to improve the effectiveness of the RTI process and had mixed feelings on RTI’s effectiveness to improve the achievement of students. Findings for Research Question 5 revealed the qualitative data from the 5 department heads did not confirm the quantitative data from the 50 educators.

This qualitative study explored stakeholders’ (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about what these stakeholders thought of it. It is important to find out what they think of the program in order to see if it is a positive or negative for English learners. This study adds to the existing scholarship by describing what the stakeholders think of this intervention for English learners. Using interviews and observations, this qualitative study showed that parents of these English learners were satisfied with their children participating in this program and had seen growth in their children over the year. These findings may be useful for administrators, teachers and parents of English learners who want to provide reading intervention like the one at the learning center. This study concludes by providing areas of further research and conclusions.

With the ratification of the Individuals with Disabilities in Education Act (IDEA) in 2006, states were required to permit public schools to provide varying levels of intervention for students who showed that they were struggling in one or more core educational areas (Department of Education 300.307(a) (2), 2006). This recommendation supported the use of the framework known as Response to Intervention (RtI) that was familiar in the research literature (Department of Education, 2006). The theoretical framework chosen to support the RtI process in which three RtI programs are being analyzed is Applied Behavior Analysis (ABA). ABA is a theory that suggests interventions initiated to create improvement for an area in which a person has learning or developmental challenges needs to be carefully evaluated individually with each case and then a series of proactive responses to the data are initiated with the goal of having the individual experience improvement and growth (Axelrod, 2012). Therefore, the purpose of this study is to compare the CST reading proficiency scores of socio-economically challenged middle school students who participated in one of three interventions: low reading students who participated in an intensive reading program, low reading students who participated in the English Language Development (ELD) program, and low reading students who only participated in a Sustained Silent Reading program. The methodology chosen was a quasi-experimental study because there were three independent variables: the Intensive Intervention Group (II), the English Language Development Intervention Group (ELD), and the Silent Sustained Reading Intervention Group (SSR). A Multivariate Analysis of Variance (MANOVA) was conducted on all three independent variables using the dependent variable to establish any significant differences and to measure any possible academic mean growth. Two research questions were analyzed, including how the three groups scores would compare using the MANOVA and the impact of the interventions when comparing sixth, seventh, and eighth graders to each other as separate groups. The results indicate that the use of Applied Behavior Analysis Creating research based intervention systems at the middle school can have positive results and can justify utilizing financial resources at the middle school level to provide RtI systems.

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第20599号 / 教博第208号 / 新制||教||169(附属図書館) / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 西岡 加名恵, 准教授 石井 英真, 教授 杉本 均 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

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I svensk skola har en "vänta-och-se"-strategi påvisats gällande rutiner för identifiering av elever som indikerar lässvårigheter. Även utmaningar angående riktade insatser för dessa elever har konstaterats. Detta trots införandet av obligatoriska bedömningsstöd och läsa-, skriva- och räknagarantin. RTI är en modell för att ge förebyggande, tidiga, specifika insatser för att undvika att elever hamnar i svårigheter. Ibland beskrivs RTI-modellen som motsatsen till "vänta-och-se"-strategin. Tidigare studier har funnit behov av mer forskning gällande RTI i svensk kontext. Syftet med föreliggande studie var att undersöka hur evidensbaserad undervisning i RTI-modellens lager 3 och lager 4, påverkar avkodningsförmågan hos elever som befinner sig i riskzonen för att hamna i lässvårigheter. Studien har genomförts med evidensbaserade, individanpassade och intensiva läsinterventioner, med single subject design som metod. I studien deltog fyra elever i årskurs två. Resultaten har visat att interventioner med traditionell specialundervisning (lager 3), liksom läsinterventioner med assisterande teknik (lager 4), bidragit till förbättrad avkodningsförmåga hos tre av fyra deltagare.