Long-Term Effects of First-Grade Multitier Intervention

Abstract

The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (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 RTI (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.

Keywords:

• Response to intervention
• reading
• learning disabilities
• longitudinal

FUNDING

This work was supported by grant P50HD052120 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The content is solely the responsibility of the authors and does not necessarily represent the official views of the NICHD or the National Institutes of Health.