A study of a response to intervention model for urban sixth-grade: Analyzing reading, language, and learning differences in Tier 1 and Tier 2

Response-to-intervention (RTI) is a multi-tiered intervention process designed in part to identify students with specific learning disabilities ([SLD], Vaughn & Fuchs, 2003). The RTI is also designed to assist struggling readers as they access the general education curriculum. This research effort utilized a pre-test/post-test design to determine the effectiveness of RTI when implemented with struggling readers in middle school.The research design utilized both descriptive and inferential statistics to measure the effectiveness of interventions using analysis of covariance (ANCOVA) on students' reading scores, overall grade point average, and the effect on students' 2007-2008 ELA CST scores. This study also examined the nature of Tier 1 and Tier 2 learning environments and instruction as they relate to students' language and learning differences. Observations were conducted, followed by interviews with the participating teachers (n = 3) and interventionists (n = 3). The results from this mixed-methods study informs educators about the effects of evidence-based Tier 2 interventions and clarifies the nature of Tier 1 and Tier 2 responsive instruction for diverse student populations.The implementation of evidence-based intensive reading instruction was compared with the implementation of traditional 6th grade instruction. Participants in the research were 56, 6th grade students who scored "Far Below Basic" or "Below Basic" on the 2006-2007 English Language Arts (ELA) California Standards Test (CST) and who scored at 3rd grade level or below on four curriculum-based measurements (CBM). Over 25 different languages are spoken at the school site used in this research, and nearly all of the students are culturally and linguistically diverse (CLD). The sample included 61% Latinos, 30% African American, and 9% Indochinese. Of which, 86% were English Learners (ELs) and 20% of students had specific learning disabilities (SLD). The control group (n = 28) was provided with 6th grade traditional classroom instruction only, with no additional assistance. The intervention group (n = 28) received approximately 30 hours of intense reading instruction in 1:3 teacher-student homogeneous groups. Participants received intervention for one hour (three, 20-minute intervals), three times a week, for 10 weeks, using three out of four scientifically validated reading programs.