The Study of Effective Tier II Reading Interventions for Primary Grade Students

Abstract

The purpose of this study was to determine effective reading interventions for primary grade students, utilizing the Response to Intervention (RtI) model. The purpose of RtI is to enhance the quality of education for children, if appropriate levels of academic instruction are present (Hanover Research, 2015). The research questions were posed to garner perspectives of the Intervention Team (IT) leaders as to Tier II interventions that aided students who indicated difficulty with reading, and the duration of the intervention, prior to achieving progress toward the specified goal. Additionally, research questions were stated to determine which Tier II reading intervention yielded a significant gain, as measured by a Curriculum-Based Measurement (CBM) in one elementary school. Perspectives were ascertained of literacy educators in regard to student success following the interventions. Intervention Team leaders from Missouri’s 11 regional professional development centers were interviewed and asked specific questions in an effort to identify tiered reading interventions and progress measures present in their schools. Results of progress monitoring utilizing CBMs were collected from one Missouri elementary school and were analyzed utilizing a paired sample t-test comparing pre-test and post-test scores before and following a reading intervention. The data revealed Tier II reading interventions are effective for primary grade students. Literacy educators serving in the districts of the IT leaders were surveyed to garner insight into the positive attributes gained from receiving the tiered reading intervention. The results of the literacy educator survey attributed gains in student achievement and indicated positive outcomes for students in other subject areas