Long-Term Effects of First-Grade Multitier Intervention

Abstract

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.

Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children From Grades 1 to 4

“…This compares to average performances on the Sight Word Efficiency tasks with mean standard scores with an exception in Grade 2. Similar trend of higher mean standard scores in the WJ-III Letter Word Identification compared to the Sight Word Efficiency has been reported in previous studies (e.g., Al Otaiba, Kim, Wanzek, Petscher, & Wagner, 2014). Tables 2 (Grades 1 and 2) and 3 (Grades 3 and 4) present bivariate correlations among the observed measures.…”

Upside‐Down Response to Intervention: A Quasi‐Experimental Study

“…All participants were assessed in both fall and spring. Results found no significant differences in the two cohorts of students for the Fall Reading factor scores, but found statistically significant higher Spring Reading scores for the dynamic RTI group (Al Otaiba et al, 2014). …”

“…Al Otaiba, Kim, Wanzek, Petscher, and Wagner (2014) published research addressing the inability of at-risk students to promptly advance to the tier of need within the current RTI program. In this study a cohort of students was allowed to move directly to Tier 3 based on appropriate test scores and students in this study made statistical reading gains.…”

“…In this study a cohort of students was allowed to move directly to Tier 3 based on appropriate test scores and students in this study made statistical reading gains. The Al Otaiba et al (2014) study used two cohorts of students. The first cohort used what the study referred to as the “typical RTI” format, and the second used a “dynamic RTI” concept in which students were fast tracked to Tier 2 or 3, depending on their reading skill profile.…”

“…In Al Otaiba et al (2014), Tier 3 consisted of small groups of 1–3 students. According to Greulich et al (2014), “Our interventionists expressed they wished they could have provided some one-on-one sessions to learn if…emotions could be changed through individualized attention and increased mastery” (p. 11).…”