Response to intervention: An examination of the impact of the model in increasing the reading fluency levels for third and fourth grade at -risk learners

Abstract

Since the inception of the Individual with Disabilities Education Act (IDEA) of 1975, an increasing percentage of children between the ages of 3–21 have been identified as students with learning disabilities (LD). Reports from the National Center of Learning Disabilities (2000) have suggested that monitoring of student learning is frequently skewed, often resulting in misdiagnosis of children. This study, a causal comparative (ex post factor) design, was conducted to examine the impact of the RTI model on increasing reading fluency. Data collected from the Tennessee School District (2006–2008), n=799 3rd and 4th grade students were selected for this study. One-way Analysis of Variance (ANOVA), Independent t-test, and the Pearson r-coefficient were conducted determining correlations of pre and post intervention scores at tiers 1, 2, and 3 levels of the RTI model. Results indicated the RTI model increased reading fluency levels for 3rd (p=0.12) and 4th grade (p=0.002) at-risk learners. Research findings recommend that the RTI model might be considered as a monitoring system for addressing students' needs while abandoning the 'wait to fail' approach.