The Relationship Between RTI Implementation and Reading Achievement: A School-Level Analysis

Abstract

This study examined the relationship between response to intervention (RTI) implementation integrity in reading and student reading outcomes. Data were collected from 64 principals and school psychologists at 43 elementary schools. Hierarchical linear regression was used to examine the degree to which implementation of RTI tiers and key components predicted student reading assessment results, when controlling for a block of school demographic variables. Findings revealed that data-based decision making and Tier 3 implementation integrity significantly predicted student reading outcomes when controlling for significant demographic predictors. Interpretation of results and implications for research and practice are provided.

Keywords:

• data-based decision making
• implementation
• reading
• response to intervention
• RTI

Acknowledgments

This work includes some data from a study on the development of the RTIS-R (see Noltemeyer, Boone, & Sansosti, 2014) and is partially based upon the first two authors' thesis projects.

Funding

This article was supported by an Internal Research Grant from Miami University.

Additional information

Notes on contributors

Kristin Sharp

Kristin Sharp is a school psychologist in a Cincinnati-area school system. She is interested in interventions for children with learning, behavioral, and social-emotional disabilities. At the time this research was conducted, Kristin Sharp was a graduate student in the school psychology program at Miami University.

Kari Sanders

Kari Sanders is a nationally certified school psychologist in an elementary school in the northwest suburbs of Chicago. Her research interests include response to intervention (RTI) and reading. At the time this research was conducted, Kari Sanders was a graduate student in the school psychology program at Miami University.

Amity Noltemeyer

Amity Noltemeyer is an associate professor in the school psychology program at Miami University. Her interests are multi-tiered systems of support, resilience, and school discipline disparities.

Jessica Hoffman

Jessica L. Hoffman is an instructional coach at the Hamilton County Educational Resource Center. Her current research interests are early literacy instruction and assessment and teacher professional development and coaching. At the time this research was conducted, Jessica L. Hoffman was an assistant professor in teacher education at Miami University.

William J. Boone

William J. Boone is a full professor of educational psychology at Miami University. His interests are survey development, survey analysis, psychometrics, and Rasch analysis.