Fidelity of Implementation and Instructional Alignment in Response to Intervention Research

Hill, David R.; King, Seth A.; Lemons, Christopher J.; Partanen, Jane

doi:10.1111/j.1540-5826.2012.00357.x

Cited by 31 publications

(32 citation statements)

References 57 publications

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“…Additional detail regarding Tier 1 instruction is also limited in many studies. As has been noted in previous research, information on the quality of the core classroom reading instruction that students receive along with the targeted intervention would also help differentiate instructional characteristics that are most correlated with improved student achievement (Hill, King, Lemons, & Partanen, 2012). …”

Section: Discussionmentioning

confidence: 97%

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

et al. 2015

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This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students’ foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.

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Section: Discussionmentioning

confidence: 97%

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

et al. 2015

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“…Notably, these studies consistently included at least three of the five core components deemed essential for RTI implementation according to Gersten et al's (2009) Practice Guide for Response to Intervention (universal screening, progress monitoring, increasingly intensive tiers of intervention, and fidelity of implementation). However, with regard to the component of a high quality core reading program, the effectiveness or quality of Tier 1 instruction has not been consistently observed; thus it is not clear that the field has yet established that students provided a Tier 2 or 3 intervention had also received high quality core or Tier 1 instruction (Hill, King, Lemons, & Partanen, 2012). Furthermore only a few studies have provided increasingly intensive layers of intervention within a study year and/or have allowed students to fluidly move up or down a tier as may be necessary in school-implemented RTI models (e.g., Authors, Beach & O'Connor; O'Connor et al).…”

Section: Longitudinal Multi-tier Rti Researchmentioning

confidence: 99%

Long-Term Effects of First-Grade Multitier Intervention

Otaiba

Kim

Wanzek

et al. 2014

Journal of Research on Educational Effectiveness

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The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.

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“…Those components with less research are noteworthy, in particular the effectiveness of Tier 1 has been documented rarely (Hill et al, 2012). Moreover, despite calls for layers of increasing intensive intervention, in only three studies have students been allowed to move across tiers within a study year and only two allowed movement up or down a tier.…”

mentioning

confidence: 99%

Understanding Inadequate Response to First-Grade Multi-Tier Intervention

Greulich

Otaiba

Schatschneider

et al. 2014

Learning Disability Quarterly

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The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier RTI model that allowed first-grade students to move up and down tiers. Participants were 156 students who received supplemental intervention services during a larger multi-tier RTI study involving classrooms and 522 students across 10 schools. Findings from an all-subset regression indicate letter word reading, the fluency composite, and blending words explained the most variance (15%) in response among initial skills. Adding additional teacher ratings of behavior and academics, accounted for a small amount of additional variance (3%) in group membership. The ROC curve analysis indicated 87.5% of students were correctly classified, yielding a sensitivity of 85.3 and a specificity of 65.0. Findings from qualitative observations of intervention sessions suggest inadequate responders demonstrated physical and verbal task avoidance and displayed emotions of hopelessness and shame. Implications for practice are discussed.

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Fidelity of Implementation and Instructional Alignment in Response to Intervention Research

Cited by 31 publications

References 57 publications

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

Long-Term Effects of First-Grade Multitier Intervention

Understanding Inadequate Response to First-Grade Multi-Tier Intervention

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