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Long Term Effects of First Grade Multi-Tier Intervention.

Title: Long Term Effects of First Grade Multi-Tier Intervention.
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Name(s): Otaiba, Stephanie Al, author
Kim, Young-Suk, author
Wanzek, Jeanne, author
Petscher, Yaacov, author
Wagner, Richard K, author
Type of Resource: text
Genre: Text
Date Issued: 2014-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.
Identifier: FSU_pmch_25346781 (IID), 10.1080/19345747.2014.906692 (DOI), PMC4207218 (PMCID), 25346781 (RID), 25346781 (EID)
Keywords: Response to intervention, Learning disabilities, Longitudinal, Reading
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207218.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25346781
Owner Institution: FSU
Is Part Of: Journal of research on educational effectiveness.
1934-5747
Issue: iss. 3, vol. 7

Choose the citation style.
Otaiba, S. A., Kim, Y. -S., Wanzek, J., Petscher, Y., & Wagner, R. K. (2014). Long Term Effects of First Grade Multi-Tier Intervention. Journal Of Research On Educational Effectiveness. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25346781