Variations in RTI Literacy Implementation in Grades 6-12: A National Study

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2021-03-08 DOI:10.1080/19388071.2021.1887416

Rachelle S. Savitz, Abigail A. Allen, Christy Brown

引用次数: 3

Abstract

ABSTRACT Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented.

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6-12年级RTI扫盲实施情况的差异：一项全国性研究

摘要尽管中学年级需要干预反应（RTI），但研究很少，大多数研究都在探索州级政策指导和RTI在课堂上的实施调查。此外，州和联邦政策通常对扫盲中RTI实施的具体信息含糊其辞。我们的全国调查报告了209名中学教师的RTI实施数据。进行了反应概况和统计显著性测试，确定许多中学课堂正在使用基于研究的建议，在全国范围内实施和实践RTI。然而，在RTI的资源和实施方式上存在着显著的地区差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.