Perceptions of Middle School Teachers About Response to Intervention for Struggling Readers

• In Event: 43.069 - Interventions and Evidence: Perceptions and Practices in Special Education

Abstract

Researchers conducted focus groups with middle school general and special education teachers to gather data on their perceptions of Response to Intervention (RTI) for reading in middle school, and to identify pressing needs to enhance RTI implementation. Key themes emerged through a content analysis of the data, including: (a) the exigency of professional development, (b) challenges associated with RTI service delivery in middle school, and (c) concerns regarding the intensity of instruction for students with significant needs. Overall, participants supported the concept of RTI for improving reading outcomes, but frustrations with feasibility were reported. Finally, considerations for future research to explore models that strengthen school capacity for middle school RTI and implications for professional development are discussed.

Authors

• Abigail A. Allen, Clemson University

• Cathy Newman Thomas, Texas State University

• Erica S. Lembke, University of Missouri

• Stephen Ciullo, Texas State University - San Marcos