Responsiveness to Intervention Outcomes: Does Beginning Intervention in Kindergarten Matter?

• In Event: Reading Development and Instruction for Struggling Readers

Abstract

In this study, we tested the outcomes of beginning a Response to Intervention (RtI) model in Kindergarten or in First grade on end-of-Grade-2 reading achievement. As other studies have found, participation in an RtI model of early reading intervention improved reading and spelling outcomes over high-risk students in settings without systematic intervention (our same school, Grade 2, historical control). For total reading standardized scores on the WRMT, beginning intervention in kindergarten improved reading outcomes over students beginning in 1st grade by over 1/3 of a standard deviation.

Authors

• Rollanda E. O'Connor, University of California - Riverside

• Kathleen Bocian, University of California - Riverside