Within RTI models, Tier 1 instruction represents an important foundation for the prevention and remediation of reading difficulties, but has largely been ignored in previous RTI
research. This study examined the amount, type, and quality of core reading instruction provided to fourth-grade struggling readers. Further, this research sought to examine whether specific
elements of Tier 1 and/or supplemental reading instruction received, predicted growth in fourth grade students' reading skills. A total of 110 students, receiving school-based reading
instruction in 22 classrooms, in four school districts located in two states/sites participated. Tier 1 reading instruction was observed and coded for instructional dimensions, including
reading components, grouping, and quality. In general, reading comprehension and vocabulary were the most prevalent components of instruction, while limited time was allocated to word-level
reading skills. Several significant differences in time allocated to overall instruction and components of instruction were noted between sites. Overall, there were few unique Tier 1
instructional predictors of student achievement at the end of the year, and the best predictor of student performance at the end of fourth grade was initial status in the fall. Further,
students receiving supplemental reading instruction outperformed those students receiving only Tier 1 on measures of oral reading fluency. Implications for classroom instruction and future
research are discussed. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2014. / October 30, 2014. / reading instruction, response to intervention, upper elementary / Includes bibliographical references. / Jeanne Wanzek, Professor Directing Dissertation; Young-Suk Kim, Committee Member; Barbara Foorman, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_252849 |
| Contributors | Kent, Shawn (authoraut), Wanzek, Jeanne A. (professor directing dissertation), Schatschneider, Christopher (university representative), Kim, Young-Suk, 1970- (committee member), Foorman, Barbara R. (committee member), Florida State University (degree granting institution), College of Education (degree granting college) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (134 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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