Longitudinal effects of RtI implementation on reading achievement outcomes

Sally Grapin, Nancy Waldron, Diana Joyce-Beaulieu

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long-term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long-term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed.

Original languageEnglish
Pages (from-to)242-254
Number of pages13
JournalPsychology in the Schools
Volume56
Issue number2
DOIs
StatePublished - 1 Feb 2019

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Keywords

  • implementation
  • reading comprehension
  • response to intervention

Cite this

Grapin, Sally ; Waldron, Nancy ; Joyce-Beaulieu, Diana. / Longitudinal effects of RtI implementation on reading achievement outcomes. In: Psychology in the Schools. 2019 ; Vol. 56, No. 2. pp. 242-254.
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Longitudinal effects of RtI implementation on reading achievement outcomes. / Grapin, Sally; Waldron, Nancy; Joyce-Beaulieu, Diana.

In: Psychology in the Schools, Vol. 56, No. 2, 01.02.2019, p. 242-254.

Research output: Contribution to journalArticleResearchpeer-review

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