Perceptions of struggling adolescent readers on tier 2 or tier 3 of response to intervention

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Teresa Shew Santis (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Colleen Fairbanks

Abstract: This research focused on struggling adolescent readers on Tier 2 or Tier 3 of Response to Intervention (RTI). The setting for this study was a rural 6-8 middle school in the southeastern United States. Seven sixth grade struggling readers on Tier 2 or Tier 3 of RTI who were enrolled in the reading remediation class scheduled during one of the students’ elective periods participated in the study. Data sources included observations, semi-structured interviews, and artifacts such as progress reports, work samples, and RTI notes and progress monitoring data. Cross-case data analysis focused on the perceptions the participants had of their reading abilities and the instruction they were receiving. Findings revealed that struggling adolescent readers (a) had identified themselves as struggling readers, (b) wanted to become better readers, and (c) trusted their teachers to foster their literacy growth. However, the current implementation of the problem-solving model of RTI at this level did not promote positive reading identities for these students or their proficiency in reading.

Additional Information

Language: English
Date: 2017
Middle school, Perceptions, Reading, Reading identity, Remediation, RTI
Reading (Middle school)
Reading $x Remedial teaching
Response to intervention (Learning disabled children)

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