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Response to Intervention (RTI) model...

Eversole, Vicki Lynn.

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Response to Intervention (RTI) model and reading achievement of elementary Latino students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Response to Intervention (RTI) model and reading achievement of elementary Latino students./
作者:	Eversole, Vicki Lynn.
面頁冊數:	113 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2401.
Contained By:	Dissertation Abstracts International71-07A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411934
ISBN:	9781124083186

Response to Intervention (RTI) model and reading achievement of elementary Latino students.
Eversole, Vicki Lynn.

Response to Intervention (RTI) model and reading achievement of elementary Latino students. - 113 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2401.

Thesis (Ed.D.)--Saint Mary's College of California, 2010.

The education system has currently failed Latino students. A large achievement gap exists between English Language Learners (ELLs) and other student populations. The purpose of this study was to investigate the efficacy of the Response To Intervention (RTI) model in improving the reading achievement of Latino students at a Title Once school located in Northern California.

ISBN: 9781124083186Subjects--Topical Terms:

516171
Education, Elementary.

Response to Intervention (RTI) model and reading achievement of elementary Latino students.
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245 1 0 $a Response to Intervention (RTI) model and reading achievement of elementary Latino students.
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500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2401.
500 $a Adviser: Dean Elias.
502 $a Thesis (Ed.D.)--Saint Mary's College of California, 2010.
520 $a The education system has currently failed Latino students. A large achievement gap exists between English Language Learners (ELLs) and other student populations. The purpose of this study was to investigate the efficacy of the Response To Intervention (RTI) model in improving the reading achievement of Latino students at a Title Once school located in Northern California.
520 $a The study looked at a cross-sectional analysis of the performance of three cohorts of Latino students from second through fifth grade to examine students' reading achievement and LD eligibility in response to different levels of RTI implementation. Cohorts of Latino students ranged from those who attended the school: (a) prior to RTI implementation - Cohort 1, (b) during partial RTI implementation - Cohort 2, and (c) during full implementation of RTI - Cohort 3. The study also looked at the longitudinal progress of students receiving tiered interventions.
520 $a The study measured efficacy in terms of cohorts' Academic Yearly Performance (AYP) mean scores, and the percentage of students eligible for special education services during differing degrees of RTI implementation. Significantly higher AYP mean scores were achieved by all groupings in Cohort 3 compared to Cohort 1. The percentage of students eligible for special education services lowered with each increased stage of RTI implementation. Post-mean scores were higher compared to pre-mean scores of students who received Tier 2 and 3 interventions.
520 $a The findings of this study present evidence that the RTI model positively influences the reading achievement of Latino students. This study suggests that explicit instruction and interventions are important factors in increasing AYP scores and lowering the percentage of Latino students eligible for special education services.
590 $a School code: 1567.
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