Alignment and Inconsistencies in the Response to Intervention Framework for Reading: A Mixed-Methods Study of Tier 1 and Tier 2 Teachers

• In Event: Supporting Learners With Dis/abilities and Inclusive Education

Abstract

The Response to Intervention (RTI) framework was developed to prevent and remediate reading difficulties (Vaughn & Fuchs, 2003). However, the efficacy of RTI may be undermined by inconsistent implementation (Balu et al., 2015). Teachers are key to RTI implementation and understanding their knowledge about RTI implementation is important for informing continuous improvement. In this mixed methods case study, we surveyed and interviewed teachers of core instruction (Tier 1) and supplemental instruction (Tier 2) in one, large urban public district. We found that teachers reported emerging or developing levels of implementation across many aspects of RTI with room for improvement in many areas. This case study can serve as a model for other districts examining RTI implementation and planning for improvement.

Authors

• Kristin Keane, Stanford University

• Karen Taylor, Stanford University

• Rebecca Silverman, Stanford University