Return to search

The Impact of Implementation of a District-Wide Systematic Process of Response to Invention in Reading on Student Achievement in Middle Schools| A Mixed Methods Analysis

<p> The proposed study involves the use of mixed methodological research of a conceptual model of Response to Intervention (RTI) as an instructional process aimed at increasing student achievement and thus reducing the achievement gap. The study aims to examine the relationship between implementation of a district-wide systematic process of Response to Intervention (RTI) in reading and student achievement in middle school. Embedded in this model is the possible impact of staff perception on fidelity of implementation. The construct of RTI employed in this study is the <i>hybrid approach,</i> which was developed from the modern standard protocol and problem-solving approaches, both which were born from the historical models of RTI developed by Bergan and Deno (Batsche et al., 2006). A conceptual framework was developed to conceptualize the required components of a systematic process of RTI with an academic focus, staff perceptions of the implementation process, and the potential impact on student achievement.</p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3711208
Date15 April 2016
CreatorsDalcourt, Gail A.
PublisherUniversity of Louisiana at Lafayette
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

Page generated in 0.002 seconds