A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Faisal A. Alhusayni (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
William Bursuck

Abstract: Response to Intervention (RTI) represents a promising approach for producing more positive student achievement outcomes for all students, including students with special needs, while at the same time solving the chronic problem of over-identifying students as having Learning Disabilities (LD) in reading. Nonetheless, the issue of how to implement RTI with fidelity and sustainability remains necessary and important. One key source of knowledge about implementing RTI is educators who have had experience implementing this approach. While a number of studies have examined RTI implementation from the perspective of educators, the studies have for the most part been limited to educators who have implemented RTI for only one year, and have not included a wide range of educators involved in the research. The goal of this study was to better understand and clarify issues related to the implementation of RTI and LD identification by examining the perspectives of a variety of educators who have worked at a school that has been involved in implementing RTI for three years. A major contribution of this study is that it is the only study examining educator perspectives of the RTI process while collecting fidelity of implementation data. Implementation issues were examined through the lens of Implementation Science, an empirically validated model for implementing Evidence-based Practices (EBPs). The data sources included interviews, classroom and RTI team meeting observations, and students’ achievement data. The study found that while RTI was generally implemented with fidelity, the extent to which the Implementation Science model was followed varied. The implications of the findings for RTI implementation and student-related outcomes, such as reading achievement and LD identification, as well as implications for future practice and research are discussed.

Additional Information

Language: English
Date: 2016
Early intervention and identification, Early literacy instruction, Evidence Based Practices (EBPs), Implementation Science, Learning disabilities (LD), Response to Intervention (RTI)
Response to intervention (Learning disabled children)
Remedial teaching $z United States
Learning disabled children $x Education

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