Initiative Description: The RTI prevention framework implemented in this study used three tiers of reading instruction. The first tier (Tier I) features (a) a minimum of 90 min of core reading instruction per day provided to all students by the classroom teacher; (b) professional development and support related to reading instruction provided to all teachers; and (c) screening assessments administered at the beginning, middle, and end of the school year to all students combined with progress monitoring one to two times a month for students at risk for reading problems.
Study Results: Results (a) identified a change in the retention rate of 1st-grade students, (b) synthesized principals’ perceptions of the retention decision-making process, and (c) compared reading and behavior outcomes of students retained after RTI implementation.
Reference: Murray, C. S., Woodruff, A. L., & Vaughn, S. (2010). First-Grade Student Retention Within a 3-Tier Reading Framework. Reading & Writing Quarterly, 26(1), 26-50. doi:10.1080/10573560903396934
Level of Evidence: Very Good