<p> This study focuses on progress monitoring regarding CVC (consonant-vowel-consonant) words with three first grade students. The aim of this project is to find the most appropriate frequency of assessment in progress monitoring of first grade students who receive Tier 2 response to intervention for consonant vowel consonant words over a three-month period. Three students were chosen to participate in Response to Intervention (RTI) for literacy. These students received twenty minutes of RTI instruction four days a week. Response to Intervention is a process used by educators to help students who are struggling with a skill or lesson. These three students needed additional instruction with consonant vowel consonant (CVC) words. Each of the three students were progress monitored and assessed either twice a week, once a week, or biweekly. Data was collected on each student to show progress during the three-month period. The purpose of this study is to learn which frequency of progress monitoring is appropriate for students to gain progress over a length of time when receiving RTI instruction. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10979329 |
| Date | 28 November 2018 |
| Creators | Brown, Kristina M. |
| Publisher | Trinity Christian College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0025 seconds