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dc.contributor.advisorBowditch, Deborah
dc.contributor.authorWene, Jennifer
dc.date.accessioned2016-03-28T16:21:10Z
dc.date.available2016-03-28T16:21:10Z
dc.date.issued2015
dc.identifier.urihttp://digital.library.wisc.edu/1793/74531
dc.descriptionThis file was last viewed in Adobe Reader 2015 release.en
dc.description.abstractResponse to Intervention (RTI) models are becoming quite common in schools nationwide, making it more and more imperative that educators understand the RTI process and the effect it can have on education. The purpose of this mixed methods action research project is to see how a classroom-based approach to Response to Intervention affects reading growth of a selected group of struggling readers in first grade. Qualitative data was documented through the use of a teacher reflective journal and quantitative assessment scores were used to determine academic growth throughout the RTI process. The data collected throughout the study suggest that a classroom-based approach to RTI had a positive effect on student reading scores. The author also highlights two main research-based RTI reading strategies that were proven effective in a first grade classroom such as Direct Instruction (DI) and the Leveled Literacy Intervention (LLI).en
dc.language.isoen_USen
dc.subjectResponse to intervention (Learning disabled children)en
dc.subjectLearning disabled children--Education (Elementary)en
dc.subjectReading (Elementary)en
dc.titleUsing teacher's understanding of RTI to improve student growth in readingen
dc.typeProject Reporten


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