An Implementation Case Study for the Response to Intervention (RTI) Approach for Oral Language and Reading Instruction in the Early Years of Primary School
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| Title: | An Implementation Case Study for the Response to Intervention (RTI) Approach for Oral Language and Reading Instruction in the Early Years of Primary School |
|---|---|
| Language: | English |
| Authors: | Beth Shingles, Cecilia Sinclair, Tessa Weadman, Shiralee Po, Pamela Snow, Tricia Eadie, Judy Connell, Sharon Goldfeld (ORCID |
| Source: | Australian Journal of Learning Difficulties. 2024 29(1):97-115. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Response to Intervention, Oral Language, Reading Instruction, Elementary School Students, Teacher Attitudes, Educational Change, Barriers, Program Evaluation, Partnerships in Education, Foreign Countries, Stakeholders, Teacher Motivation |
| Geographic Terms: | Australia |
| DOI: | 10.1080/19404158.2024.2335892 |
| ISSN: | 1940-4158 1940-4166 |
| Abstract: | In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementation of an RTI framework for oral language and reading was supported by teacher professional learning and a dedicated Implementation Support Partner (ISP). Participants were interviewed to explore their perceptions of the change process and identify barriers and enablers to implementation. Thematic analysis was used to identify factors that supported the implementation of RTI, including strategic collegial relationships, teacher motivation, and a desire to achieve consistency of assessment and instruction. The ISP was seen as a crucial coaching role for keeping implementation on track, providing feedback and advice, and helping teachers translate professional learning into their school context. This study highlights some key factors that schools and policy-makers should focus on to promote successful early implementation of RTI approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423822 |
| Database: | ERIC |
| Abstract: | In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementation of an RTI framework for oral language and reading was supported by teacher professional learning and a dedicated Implementation Support Partner (ISP). Participants were interviewed to explore their perceptions of the change process and identify barriers and enablers to implementation. Thematic analysis was used to identify factors that supported the implementation of RTI, including strategic collegial relationships, teacher motivation, and a desire to achieve consistency of assessment and instruction. The ISP was seen as a crucial coaching role for keeping implementation on track, providing feedback and advice, and helping teachers translate professional learning into their school context. This study highlights some key factors that schools and policy-makers should focus on to promote successful early implementation of RTI approaches. |
|---|---|
| ISSN: | 1940-4158 1940-4166 |
| DOI: | 10.1080/19404158.2024.2335892 |
