Early reading intervention has not eradicated reading deficiencies at the middle school level. According to the National Center for Educational Statistics (NCES), adolescents continue to read below grade level in middle grades. Response to intervention (RTI) is one method of combating this educational concern. This study examined the impact of implementation of a RTI program within one district across multiple middle school campuses. Using individual structured online questionnaires, focus groups, and document analysis, the researcher employed a qualitative, multi-site case study design to evaluate the perceptions of impact of RTI through the lens of middle school reading teachers. Participants included a convenient purposive sample of middle school reading teachers in a suburban school district of about 24,000 students in North Central Texas. I present a review of relevant research at the middle school level to provide a framework for the current study. Additionally, an outline of methodology, research questions, and the proposed data analysis plan are provided. I discuss the intended use of constant comparative analysis to report findings in themes. Particularly, facilitators, hindrances, and impact are a priori themes for reporting.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1833524 |
| Date | 08 1900 |
| Creators | Norris, Frankie |
| Contributors | Combes, Bertina H., 1958-2021, Barrio, Brenda L., King, Kelley M. (Kelley Marie), 1964-, Deacon, Angela, Leavell, Alexandra G., Middlemiss, Wendy |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 104 pages : illustrations (some color), Text |
| Rights | Public, Norris, Frankie, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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