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Response to Intervention (RTI) has been used in the public school system to improve student achievement in areas of weakness and identify students who may need further resources. The local goal is to improve the retention rate and identify those students that may need additional support systems. The overall goal is to decrease the number of children in special education by offering interventions at each of the three tiers. There is little research on RTI in the Pre-Kindergarten environment. This study was conducted using thirty-eight four-year-old Kindergarten students at Pickens Elementary School in Pickens, SC. These students qualify for the program based on a pre-screening assessment and parent survey. The most at-risk students are accepted first, and the program is considered an intervention for these students. There were some students who attended this program that were still receiving RTI and being retained in Kindergarten, so the researcher conducted a study to see if RTI would be successful in the four-year-old Kindergarten program. The researcher used the quantitative research process to determine if RTI improved student's achievement in the area of literacy, specifically the areas of letter and letter sound identification. The measuring instrument was the Phonological Awareness Literacy Screening (PALS) assessment. Student's scores were compared before and after tier two of the RTI model. The researcher concluded that out of twenty-four possible growth targets, sixteen were met or exceeded. That means that sixty-seven percent of growth targets were reached or exceeded after tier two of the RTI model. Therefore, the research indicated an increase in student achievement after Response to Intervention in a four-year-old Kindergarten classroom. A Phonological Awareness Literacy Screening summary sheet and letter/sound assessments are appended.

Descriptors: Response to Intervention, Literacy, Literacy Education, At Risk Students, Kindergarten, Academic Achievement, Special Education, Elementary School Students, Screening Tests, Qualitative Research, Parent Surveys, Learning Disabilities, Disability Identification, Phonological Awareness, Young Children, Public Schools, School Districts





Autor: Vatakis, Tiffany

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1411&id=ED569235







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