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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 0000-0001-6520-7094), Jon Quach
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
FullText Text:
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  Data: 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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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Beth+Shingles%22">Beth Shingles</searchLink><br /><searchLink fieldCode="AR" term="%22Cecilia+Sinclair%22">Cecilia Sinclair</searchLink><br /><searchLink fieldCode="AR" term="%22Tessa+Weadman%22">Tessa Weadman</searchLink><br /><searchLink fieldCode="AR" term="%22Shiralee+Po%22">Shiralee Po</searchLink><br /><searchLink fieldCode="AR" term="%22Pamela+Snow%22">Pamela Snow</searchLink><br /><searchLink fieldCode="AR" term="%22Tricia+Eadie%22">Tricia Eadie</searchLink><br /><searchLink fieldCode="AR" term="%22Judy+Connell%22">Judy Connell</searchLink><br /><searchLink fieldCode="AR" term="%22Sharon+Goldfeld%22">Sharon Goldfeld</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6520-7094">0000-0001-6520-7094</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jon+Quach%22">Jon Quach</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Learning+Difficulties%22"><i>Australian Journal of Learning Difficulties</i></searchLink>. 2024 29(1):97-115.
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  Data: 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
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/19404158.2024.2335892
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  Data: 1940-4158<br />1940-4166
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  Data: 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.
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  Data: 2024
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  Data: EJ1423822
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        Value: 10.1080/19404158.2024.2335892
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      – SubjectFull: Oral Language
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Australia
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