This document discusses a study on the effectiveness of Response to Intervention (RTI) instruction. It provides background on RTI, including that it is meant to prevent and address literacy disabilities through frequent progress monitoring and responsive interventions. The study examined approximately 20 6th and 7th grade students who scored at the novice level on standardized tests and were receiving RTI reading instruction. Students took the STAR reading test every two weeks, and results showed their scores generally increased over time, providing evidence that RTI can be an effective instructional method when implemented with fidelity.

1. Reading RTI as Effective
Instruction
Nicole Trantham
EDU 639
Fall 2013

2. What is RTI?
• RTI is instruction that is meant to prevent and
address the literacy and learning disabilities of
students.
• RTI is a system of instruction that includes
frequent progress monitoring and responsive
interventions.

3. Key Points
• This study was conducted to determine if RTI
is an effective form of instruction, which will
yield student progress.
• RTI programs need to be conducted with
fidelity to whatever “program” that is being
used.
• RTI is based on small group, individualized
instruction.

4. Key Points, Continued
• Another component of RTI is progress monitoring. In RtI,
progress monitoring needs to be done with some type of
universal screener, and done so frequently. Progress
monitoring, in relation to RTI, is used to assess student
performance, and then progress, in areas in which they were
identified as being at-risk for possible failure. This is done
with a universal screener. Progress monitoring helps teachers,
as well as other school personnel, determine if instruction is
effective. Effective progress monitoring is also helpful in
guiding instruction.

5. Key Points, Continued
• There are three tiers of RTI instruction. The three tiers of RTI
are Tier 1 which is quality core instruction, Tier 2 is
supplemental intervention, and Tier 3 is individualized
interventions. In Tier 1, interventions should be precisely and
correctly targeted to be effective. This instruction is to cover
most of the classroom population. Tier 2 instruction should
have no more than 20% of students who require this more
specialized instruction. Tier 3 instruction should have no
more than 5% of students. Instruction in this tier is
specifically targeted to the needs of each student.

6. Research Study
• The population of students that will be looked at are the
students who scored at a Novice level on the universal
screener, the STAR reading test. Students who scored Novice
on the KPREP test will also be looked at.
• Intended sample size is approximately 20 students. This
sample group was chosen because they are currently part of
RtI reading classes. At this point, I would estimate that
approximately 95% of the students will participate in the
survey.
• The data for this project is being collected in a reading
classroom. This is done so that students are not interrupted
during instruction or receiving outside influence during
surveying. There are no agreements or incentives for the
participants of this study.

7. Research Study
• The subjects are between 12 and 13 years old.
The sample group includes both male and
females. The ethnic makeup of the sample group
is Caucasian, African American, and other
unknown races. The socioeconomic status of the
sample group is middle, or working class, as well
as a semi poverty level. These students are sixth
and seventh graders. Within this sample group,
two students have IEPs and one student has a
504 Plan. All of the subjects speak English as
their preferred language.

8. Procedures
• The routine that was followed for this experiment
was characterized by a few simple steps for each
class. First, a class would complete a bellringer
activity that focused on comprehension. Next,
students would have ten minutes of silent
reading time. Then, students would participate in
five minutes of oral fluency training. Lastly, there
would be some time of mini lesson or activity
having to do with a Common Core reading skill
(main idea, sequence, fact and opinion,
comprehension, etc.).

9. Progress Monitoring
• Every two weeks the students took the STAR
Reading test. This the universal screener used in
our school system to track progress.
• The increase or decrease in student’s scores are a
tool to let the instructor know if the routine and
fidelity with which the routine is being followed
are effective. This research is also evidence that
RTI can be an effective method to reduce the
number of special education referrals, with the
use of the tiered intervention program.

10. Results
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Test 1
Series 2

11. Results
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Test 1
Test 6

12. Results
• This data showed that Reading RTI instruction
can be effective when implemented with
fidelity.
• The students’ STAR reading test scores went
up, with the exception of a few dips due to
circumstances beyond control