Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support
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| Title: | Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support |
|---|---|
| Language: | English |
| Authors: | Stephanie Al Otaiba (ORCID |
| Source: | Remedial and Special Education. 2026 47(1):53-65. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A160132 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Reading Achievement, Achievement Gains, Multi Tiered Systems of Support, Elementary School Students, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Achievement Tests, Students with Disabilities, Response to Intervention, Program Implementation, School Administration, Administrator Attitudes |
| Geographic Terms: | Texas, Illinois, Michigan |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| DOI: | 10.1177/07419325241268563 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators' interviews about RTI implementation. We observed that better ratings of administrators' articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1496649 |
| Database: | ERIC |
| Abstract: | There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators' interviews about RTI implementation. We observed that better ratings of administrators' articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/07419325241268563 |
