abstract: ABSTRACT Due to variation that exists in providing Tier 2 reading intervention instruction, the purpose of the study was to identify processes and instructional strategies currently being utilized by K-2 teachers of the Gallup, New Mexico elementary schools. 17 teachers from 9 of the 10 elementary schools participated in the study. A survey instrument was designed and administered using Survey Monkey as the tool to collect the data on how teachers are implementing Tier 2 reading intervention instruction. Research Question 1 asked how teachers are currently implementing Tier 2 reading interventions as far as structure/processes, lesson planning, and collaboration. The highest percentages of teachers reported the following: one additional staff assisting grade level teachers, group sizes of 4-6 students, progress monitoring 6 or more times a year, using DIBELS scores for student placement, utilizing ability groups within the grade level with each having its own instructors, and instruction being provided 5 days a week for 30-35 minutes. Research Question 2 asked for teachers' opinions as to using available staff, instructions for benchmark students, and the amount and usefulness of meetings. A majority of teachers agreed to using all available staff, that accelerated learning opportunities are being provided to students performing at the benchmark level, and that meetings are occurring frequently and are useful. Research Question 3 inquired as to practices and processes teachers feel are effective as well as their recommendations for improving instruction and for professional development. Effective practices reported include: using phonics, decoding, and fluency; small group instruction; multi-sensory instruction or hands-on activities; Linda-Mood Bell programs; data analysis to group students; the Project Read program; word family/patterns; sight words; comprehension; materials and curriculum provided; and consistency with holding interventions daily. Though all reported feeling moderately to very confident in their ability to teach reading, they recommended that they learn more current, non-traditional strategies as well as receive more training in familiar approaches like ELL strategies, differentiated instruction, learning centers, and identifying reading difficulties. After a review of the data, the researcher recommends training teachers to conduct their own research to seek out strategies, programs, and resources; investing in and implementing an effective commercially produced Tier 2 program; and for teams to devote more time in developing, sharing, and revising lesson plans. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2016

The majority of Grade 4 students in the United States do not read at the proficient level. In response to this problem, which has persisted for decades, the United States Congress in 2004 mandated response to intervention as a multitiered classroom support system designed to improve reading skills for students in K-12 public schools. However, little research has been conducted about how classroom teachers use diagnostic assessments, provide small group instruction, and monitor progress in reading interventions. The purpose of this qualitative study was to examine how teachers used assessments and instruction in reading interventions for students in Grades 1-3 who were at-risk in reading. The conceptual framework was based on Vygotsky's theory of cognitive development related to the zone of proximal development. A single case study design was used to collect data from multiple sources, including teacher interviews, observations of interventions in reading, and related documents. Participants included 3 teachers in Grades 1-3 from an elementary school located in a western state. Data analysis involved coding and constructing categories for each data source and examining categorized data for themes and discrepancies. Results showed that teachers in Grades 1-3 used various diagnostic assessments and classroom observations to place students at-risk in reading in interventions, and they also used various diagnostic, formative, and summative assessments to inform their instruction. In addition, participants used a scaffolding process that involved contingency, fading, and transfer of responsibility to provide instruction for these students. This research contributes to positive social change by advancing knowledge about how to improve reading intervention instruction so that students at-risk in reading may better contribute to society as literate citizens.